# data[].attributes.attachment_link.title
Low-Stakes Writing: Writing to Learn, Not Learning to Write

# data[].attributes.headline
Socratic Method - Questioning Techniques

# data[].attributes.subject
Socratic Method - Questioning Techniques

# data[].attributes.attachment_link.title
Scaffolding Discussion Skills With a Socratic Circle

# data[].attributes.attachment_link.title
StartSOLE - Self Organized Learning Environments in your Classroom

# data[].attributes.attachment_link.description
StartSOLE is a free iOS app & website for teachers to implement Self Organized Learning Environments in their classrooms.

# data[].attributes.body
Is scaffolding effectively utilized as a strategy in this class?

# data[].attributes.attachment_link.title
28a. High School- Social Studies (perspectives Of Colonizers) Lesson Video-1.mp4

# data[].attributes.attachment_link.description
As an initiative of the U.S. Department of Education’s Institute of Education Sciences (IES), the What Works Clearinghouse (WWC) was created in 2002 to be a central and trusted source of scientific evidence for what works in education.

# data[].attributes.body
This is the guidance document for all instructional design in SWCSD.

# data[].attributes.body
"The secret in education lies in respecting the student" -Ralph Waldo Emerson

# data[].attributes.body
"Don't downgrade your dream just to fit your reality. Upgrade your conviction to match your destiny."

- Stuart Scott

# data[].attributes.headline
A kitchen sink to you is not a kitchen sink to me. -Tyler Joseph

# data[].attributes.subject
A kitchen sink to you is not a kitchen sink to me. -Tyler Joseph

# data[].attributes.body
"The object of education is to prepare the young to educate themselves throughout their lives" - Robert M. Hutchins

# data[].attributes.body
"Teaching kids to count is fine, but teaching them what counts is best."

Bob Talbert

# data[].attributes.body
What greater joy can a teacher feel than to witness a child’s success?

― Michelle L. Graham

# data[].attributes.headline
It is more important that students get the learning they need, and less important of how and when the students learn.

# data[].attributes.subject
It is more important that students get the learning they need, and less important of how and when the students learn.

# data[].attributes.body
"Don't downgrade your dream just to fit your reality. Upgrade your conviction to match your destiny."
- Stuart Scott

# data[].attributes.headline
Be the change you wish to see in the world

# data[].attributes.subject
Be the change you wish to see in the world

# data[].attributes.body
Gandhi

# data[].attributes.body
The important thing is not so much that every child should be taught as that every child should be given the wish to learn.

― John Lubbock

# data[].attributes.body
"Education is the most powerful weapon you can use to change the world" -Nelson Mandela

# data[].attributes.body
“The best teachers are those who show you where to look, but don’t tell you what to see.” - Alexandra K. Trenfor

# data[].attributes.body
Achievement is not a solitary endeavor -- it requires a cheering section.

# data[].attributes.headline
Anything worth doing is worth doing badly. --G.K. Chesterton

# data[].attributes.subject
Anything worth doing is worth doing badly. --G.K. Chesterton

# data[].attributes.headline
Students have to Maslow before they can Bloom.

# data[].attributes.subject
Students have to Maslow before they can Bloom.

# data[].attributes.body
Don't stress the things you can't change. Unknown

# data[].attributes.body
The more students care about learning and see you care, the easier it is to teach.

# data[].attributes.headline
"Any situation in which some [people] prevent others from engaging in the process of inquiry is one violence;... to alienate humans from their own decision making is to change them into objects" - Paulo Freire

# data[].attributes.subject
"Any situation in which some [people] prevent others from engaging in the process of inquiry is one violence;... to alienate humans from their own decision making is to change them into objects" - Paulo Freire

# data[].attributes.body
"The task of the modern educator is not to cut down jungles, but to irrigate deserts." - C.S. Lewis

# data[].attributes.body
"Now since the young must leap and jump, or have something to do, because they have a natural desire for it which should not be restrained  why should we not provide for them such schools, and lay before them such studies?"
-Martin Luther

# data[].attributes.body
Education is not the learning of facts but the training of the mind to think.
-Albert Enstein

# data[].attributes.headline
"In a world of constant change, it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists." -Eric Hoffer

# data[].attributes.subject
"In a world of constant change, it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists." -Eric Hoffer

# data[].attributes.body
No significant learning can occur without a significant relationship.
-James Comer

# data[].attributes.body
Do something today that you thought was hard yesterday

# data[].attributes.body
Creating a positive classroom culture allows students to build confidence and other soft skills for success.

# data[].attributes.body
Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.

# data[].attributes.attachment_link.readable_text
ELA.RL.11-12.2

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature 6-12

11-12: 11th & 12th Grades

2:
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.SL.11-12.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards 6-\x80\x9312

11-12: 11th & 12th Grades

1a:
Initiate and participate effectively in a range of collaborative discussions (one on
one, in groups, and teacher-led) with diverse partners on grades 11-\x80\x9312 topics,
texts, and issues, building on others'\x80\x99 ideas and expressing their own clearly and
persuasively.

a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well reasoned
exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as
needed.

c. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required
to deepen the investigation or complete the task.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.L.11-12.6

Common core State Standards

ELA: English Language Arts

L: Language Standards 6-\x80\x9312

11-12: 11th & 12th Grades

6:
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.

Download Common Core State Standards (PDF 1.2 MB)

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first three pieces of content for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Thought starters

1. How does Mr. Halle-Erby strategically use groups to support learning and foster collaboration during the lesson?

2. |What scaffolds does Mr. Halle-Erby have in place to support his English Language Learners?

3. |How does Mr. Halle-Erby collect and use formative assessment data?

School Details

S.F. International High School
1050 York Street
San Francisco CA 94110

Data Provided By:

Teachers

# data[].attributes.attachment_link.description
Kyle Haller-Erby teaches a senior seminar class that helps newcomer English Language Learners build literacy skills to prepare them for college. Once a week, the class engages in a literature circle. First, students work in a heterogeneous group to read a chapter and complete an individual response.

# data[].attributes.headline
Alone we can do so little; together we can do so much more. -Helen Keller

# data[].attributes.subject
Alone we can do so little; together we can do so much more. -Helen Keller

# data[].attributes.headline
What is Evidence Based Practice and how do I select one?

# data[].attributes.subject
What is Evidence Based Practice and how do I select one?

# data[].attributes.attachment_link.readable_text
The world's largest evidence base on what works best in schools to accelerate student learning

John Hattie of the University of Melbourne, Australia, has long researched performance indicators and evaluation in education. His research, Visible Learning, is the culmination of more than 25 years of examining and synthesizing more than 1,600 meta-analyses comprising more than 95,000 studies involving 300 million students around the world.

Hattie wanted to understand which variables were the most important. Although "almost everything we do improves learning," why not prioritize the ones that will have the greatest effect?

Hattie set about calculating a score or "effect size" for each, according to its bearing on student learning and taking into account such aspects as its cost to implement. The average effect size was 0.4, a marker that represented a year's growth per year of schooling for a student. Anything above 0.4 would have a greater positive effect on student learning.

Together with John Hattie, Corwin's Visible Learning+ professional learning enables schools and districts around the world to effectively implement the core findings of John Hattie's research.

Research at your fingertips

The power of the Visible Learning research lies in helping educators understand, measure, and evaluate the impact they can have on student growth and achievement.

Visible Learning Meta offers unparalleled access to the most up-to-date Visible Learning research, interpretations, and analyses - making it possible to understand the research and adapt it to your particular context. Powered by John Hattie's groundbreaking Visible Learning research, Meta aims to help close the gap between the research of what works best for student achievement.

# data[].attributes.attachment_link.description
John Hattie of the University of Melbourne, Australia, has long researched performance indicators and evaluation in education. His research, Visible Learning, is the culmination of more than 25 years of examining and synthesizing more than 1,600 meta-analyses comprising more than 95,000 studies involving 300 million students around the world.

# data[].attributes.attachment_link.readable_text
Early College Design schools that have implemented all six strategies with fidelity have experienced significant gains in student achievement and strong improvement in student graduation rates. They have also improved the success rate of their students in college-level courses. The Common Instructional Framework, when implemented comprehensively, is built on high expectations for all students.

Teachers in these schools work hard to make sure that all students know exactly why they are being asked to use the strategies and exactly how and when to use them. Teachers model their use, provide clear guidelines and structures in implementing them, and continually provide feedback on how students are incorporating them in to their learning. As a result, students recognize the six strategies as critical to their under standing of complex material. Within a short period of time, students use them on their own initiative throughout a lesson to support their learning throughout every lesson.

In addition, teachers and students can use classroom time to concentrate on learning and mastering important ideas and skills since everyone throughout the school uses the same instructional strategies in every lesson. With the clear structures that the six strategies provide, teachers can concentrate on planning and implementing intellectually engaging and challenging learning activities for all students during every lesson.

Collaborative Group Work

In Collaborative Group Work, students engage in learning by constructing group solutions, texts, experiments, or works of art. Effective group work is well planned and strategic. Students are grouped intentionally, with each student held accountable for contributing to the group work. Activities are designed so that students with diverse skill levels are supported as well as challenged by their peers. They are planned around meaningful tasks in the subject area that are conceptually rich, engaging, and have multiple entry points for all students.

Writing to Learn

Through Writing to Learn, students can develop their ideas, their critical thinking abilities, and their writing skills. Writing to Learn enables students to experiment every day with written language and to increase their fluency and mastery of written conventions. By taking time to write in low-stakes exercises, students actively engage in thinking about a concept. Writing to Learn increases equity within the classroom since students have time to try out their ideas in non-evaluative activities before they have to present them to a group or as individuals. Writing to Learn can also be used as formative assessment and as a way to scaffold mid- and high-stakes writing assignments and tests.

Scaffolding

Scaffolding helps students to connect prior knowledge and experience with new information and ideas. Teachers use information from assessments of prior knowledge to plan a careful sequence of activities that continually links that knowledge and understanding to new knowledge and skill attainment. Teachers challenge students step by step with increasingly more difficult tasks and concepts to ensure they are continuously learning.

Questioning

Questioning challenges students and teachers to use good questions as a way to open conversations and further intellectual inquiry. Effective Questioning (by the teacher and by students) deepens classroom conversations and the level of discourse students apply to their work. Teachers use this strategy to create opportunities for students to investigate and analyze their thinking, as well as the thinking of their peers and the authors they read in each of their classes. The mark of a highly engaged classroom is when all students are asking thoughtful questions on their own initiative.

Classroom Talk

Classroom Talk creates the space for students to articulate their thinking and strengthen their voices. Classroom Talk takes place in pairs, in Collaborative Group Work, and as a whole class. As students become accustomed to talking in class, the teacher serves as a facilitator to engage students in higher levels of discourse. Teachers introduce and reinforce the use of academic language and encourage students to use that language in their classrooms.

Literacy Groups

Literacy Groups provide students with a collaborative structure for understanding a variety of texts, problem sets, and documents by engaging them in a high level of discourse. Group roles or rounds traditionally drive Literacy Groups by giving each student a role to play and a defined purpose within the group. The specific roles or discussion guidelines may vary for different content areas, lengths of text, or students' levels of sophistication, but the purpose of Literacy Groups is to raise engagement with texts by creating a structure within which students actively probe the meaning of the text or problem set.

# data[].attributes.attachment_link.description
Early College Design schools that have implemented all six strategies with fidelity have experienced significant gains in student achievement and strong improvement in student graduation rates. They have also improved the success rate of their students in college-level courses. The Common Instructional Framework, when implemented comprehensively, is built on high expectations for all students.

# data[].attributes.headline
Slide Deck from New Teacher Orientation 2019-20

# data[].attributes.subject
Slide Deck from New Teacher Orientation 2019-20

# data[].attributes.attachment_link.readable_text
The Ohio Improvement Process (OIP) as an Organizational Strategy

The OIP includes, but goes well beyond, the traditional plan-do-study-act (PDSA) cycle. When viewed as an organizational strategy, rather than an exercise in compliance, the OIP gives districts a template through which focused and intentional action can take place. It brings educators together through collaborative team structures to learn from each other, and it facilitates communication and decision-making between and across levels of the system (district, central office, school, grade levels, content areas, classrooms). The team structures at the core of the OIP form peer-to-peer networks, giving more people a voice and allowing for the inclusion of multiple perspectives in guiding each district's journey toward organizational learning and continuous improvement.

Resources

# data[].attributes.attachment_link.description
The OIP includes, but goes well beyond, the traditional plan-do-study-act (PDSA) cycle. When viewed as an organizational strategy, rather than an exercise in compliance, the OIP gives districts a template through which focused and intentional action can take place.

# data[].attributes.attachment_link.readable_text
Mathematical goals

This lesson unit is intended to help you assess how well students are able to:

Recognize the differences between equations and identities.

Substitute numbers into algebraic statements in order to test their validity in special cases.

Resist common errors when manipulating expressions such as 2(x - 3) = 2x - 3; (x + 3)² = x² + 3².

Carry out correct algebraic manipulations.

It also aims to encourage discussion on some common misconceptions about algebra.

Introduction

The lesson unit is structured in the following way:

Before the lesson, students work individually on an assessment task that is designed to reveal their current understanding and difficulties. You then review their work and create questions for students to answer in order to improve their solutions.

After a whole-class introduction, students work in small groups on a collaborative discussion task.

Students return to their original task and try to improve their own responses.

Materials required

Each student will need two copies of the assessment task Equations and Identities, a mini-whiteboard, a pen, and an eraser.

Each small group of students will need Card Set: Always, Sometimes, or Never True? (cut into cards before the lesson), a marker pen, a glue stick, and a large sheet of paper for making a poster.

There is a projector resource to support the whole-class introduction.

Time needed

15 minutes before the lesson, a 1-hour lesson, and 15 minutes in a follow-up lesson. Timings given are approximate and will depend on the needs of the class.

# data[].attributes.attachment_link.description
This lesson unit is intended to help you assess how well students are able to: Recognize the differences between equations and identities. Substitute numbers into algebraic statements in order to test their validity in special cases. Resist common errors when manipulating expressions such as 2(x - 3) = 2x - 3; (x + 3)² = x² + 3².

# data[].attributes.headline
What is Evidence Based Practice and how do I select one?

# data[].attributes.subject
What is Evidence Based Practice and how do I select one?

# data[].attributes.attachment_link.readable_text
The world's largest evidence base on what works best in schools to accelerate student learning

John Hattie of the University of Melbourne, Australia, has long researched performance indicators and evaluation in education. His research, Visible Learning, is the culmination of more than 25 years of examining and synthesizing more than 1,600 meta-analyses comprising more than 95,000 studies involving 300 million students around the world.

Hattie wanted to understand which variables were the most important. Although "almost everything we do improves learning," why not prioritize the ones that will have the greatest effect?

Hattie set about calculating a score or "effect size" for each, according to its bearing on student learning and taking into account such aspects as its cost to implement. The average effect size was 0.4, a marker that represented a year's growth per year of schooling for a student. Anything above 0.4 would have a greater positive effect on student learning.

Together with John Hattie, Corwin's Visible Learning+ professional learning enables schools and districts around the world to effectively implement the core findings of John Hattie's research.

Research at your fingertips

The power of the Visible Learning research lies in helping educators understand, measure, and evaluate the impact they can have on student growth and achievement.

Visible Learning Meta offers unparalleled access to the most up-to-date Visible Learning research, interpretations, and analyses - making it possible to understand the research and adapt it to your particular context. Powered by John Hattie's groundbreaking Visible Learning research, Meta aims to help close the gap between the research of what works best for student achievement.

# data[].attributes.attachment_link.description
John Hattie of the University of Melbourne, Australia, has long researched performance indicators and evaluation in education. His research, Visible Learning, is the culmination of more than 25 years of examining and synthesizing more than 1,600 meta-analyses comprising more than 95,000 studies involving 300 million students around the world.

# data[].attributes.headline
What is Evidence Based Practice and how do I select one?

# data[].attributes.subject
What is Evidence Based Practice and how do I select one?

# data[].attributes.attachment_link.readable_text
The world's largest evidence base on what works best in schools to accelerate student learning

John Hattie of the University of Melbourne, Australia, has long researched performance indicators and evaluation in education. His research, Visible Learning, is the culmination of more than 25 years of examining and synthesizing more than 1,600 meta-analyses comprising more than 95,000 studies involving 300 million students around the world.

Hattie wanted to understand which variables were the most important. Although "almost everything we do improves learning," why not prioritize the ones that will have the greatest effect?

Hattie set about calculating a score or "effect size" for each, according to its bearing on student learning and taking into account such aspects as its cost to implement. The average effect size was 0.4, a marker that represented a year's growth per year of schooling for a student. Anything above 0.4 would have a greater positive effect on student learning.

Together with John Hattie, Corwin's Visible Learning+ professional learning enables schools and districts around the world to effectively implement the core findings of John Hattie's research.

Research at your fingertips

The power of the Visible Learning research lies in helping educators understand, measure, and evaluate the impact they can have on student growth and achievement.

Visible Learning Meta offers unparalleled access to the most up-to-date Visible Learning research, interpretations, and analyses - making it possible to understand the research and adapt it to your particular context. Powered by John Hattie's groundbreaking Visible Learning research, Meta aims to help close the gap between the research of what works best for student achievement.

# data[].attributes.attachment_link.description
John Hattie of the University of Melbourne, Australia, has long researched performance indicators and evaluation in education. His research, Visible Learning, is the culmination of more than 25 years of examining and synthesizing more than 1,600 meta-analyses comprising more than 95,000 studies involving 300 million students around the world.

# data[].attributes.headline
Ohio Improvement Practice as Organizational Evidence Based Practice

# data[].attributes.subject
Ohio Improvement Practice as Organizational Evidence Based Practice

# data[].attributes.attachment_link.readable_text
The Ohio Improvement Process (OIP) as an Organizational Strategy

The OIP includes, but goes well beyond, the traditional plan-do-study-act (PDSA) cycle. When viewed as an organizational strategy, rather than an exercise in compliance, the OIP gives districts a template through which focused and intentional action can take place. It brings educators together through collaborative team structures to learn from each other, and it facilitates communication and decision-making between and across levels of the system (district, central office, school, grade levels, content areas, classrooms). The team structures at the core of the OIP form peer-to-peer networks, giving more people a voice and allowing for the inclusion of multiple perspectives in guiding each district's journey toward organizational learning and continuous improvement.

Resources

# data[].attributes.attachment_link.description
The OIP includes, but goes well beyond, the traditional plan-do-study-act (PDSA) cycle. When viewed as an organizational strategy, rather than an exercise in compliance, the OIP gives districts a template through which focused and intentional action can take place.

# data[].attributes.headline
What is Evidence Based Practice and how do I select one?

# data[].attributes.subject
What is Evidence Based Practice and how do I select one?

# data[].attributes.attachment_link.readable_text
The world's largest evidence base on what works best in schools to accelerate student learning

John Hattie of the University of Melbourne, Australia, has long researched performance indicators and evaluation in education. His research, Visible Learning, is the culmination of more than 25 years of examining and synthesizing more than 1,600 meta-analyses comprising more than 95,000 studies involving 300 million students around the world.

Hattie wanted to understand which variables were the most important. Although "almost everything we do improves learning," why not prioritize the ones that will have the greatest effect?

Hattie set about calculating a score or "effect size" for each, according to its bearing on student learning and taking into account such aspects as its cost to implement. The average effect size was 0.4, a marker that represented a year's growth per year of schooling for a student. Anything above 0.4 would have a greater positive effect on student learning.

Together with John Hattie, Corwin's Visible Learning+ professional learning enables schools and districts around the world to effectively implement the core findings of John Hattie's research.

Research at your fingertips

The power of the Visible Learning research lies in helping educators understand, measure, and evaluate the impact they can have on student growth and achievement.

Visible Learning Meta offers unparalleled access to the most up-to-date Visible Learning research, interpretations, and analyses - making it possible to understand the research and adapt it to your particular context. Powered by John Hattie's groundbreaking Visible Learning research, Meta aims to help close the gap between the research of what works best for student achievement.

# data[].attributes.attachment_link.description
John Hattie of the University of Melbourne, Australia, has long researched performance indicators and evaluation in education. His research, Visible Learning, is the culmination of more than 25 years of examining and synthesizing more than 1,600 meta-analyses comprising more than 95,000 studies involving 300 million students around the world.

# data[].attributes.headline
Link to SWCSD Professional Learning Resource site

# data[].attributes.subject
Link to SWCSD Professional Learning Resource site

# data[].attributes.body
Click on the box and bookmark it for future use!

# data[].attributes.attachment_link.title
Garfield Heights City School's Teachers work in Teacher Based Teams on Thursdays

# data[].attributes.attachment_link.readable_text
The Mathematics Design Collaborative (MDC) brings to mathematics teaching and learning high-quality instructional tools and professional support services that play a pivotal role in helping the Bill & Melinda Gates Foundation realize its ambitious goal of having 80% of low-income and minority students ready for college by 2025.
Introduction: Professional Learning Modules for the MDC
This Introductory Guide is intended to communicate the particular interpretation of formative assessment that underpins the Shell Center's lessons.
Course Outlines and Professional Learning Workshop Guides for a Selection of Classroom Challenges for Grades 6 Through Algebra 2
These course outlines are provided to help teachers place the Classroom Challenges in their math courses. The Course Outlines illustrate how the mathematics of the Common Core State Standards (CCSS) flows from Grade 6 to Algebra 2 in rigorous, focused, and coherent units of study. Classroom Challenges are allocated to various units within a Course Outline. For more information on the Classroom Challenges, please see the Math Assessment Project's website.

The workshop guides are developed as a resource for workshop facilitators preparing to rollout Professional Learning around the Classroom Challenges. Professional Learning workshop guides have been developed for a selection of the Classroom Challenges allocated to Grades 6 through Algebra 2. These guides link supplemental materials such as Student Work, Criteria for Feedback, Growth Analysis Spreadsheets, and videos (if videos are available).
Grade 6 Course Outline (PDF) Grade 7 Course Outline (PDF) Grade 8 Course Outline (PDF) Summary of Course Outlines for Middle School (PDF) Algebra 1 Course Outline (PDF) Geometry Course Outline (PDF) Algebra 2 Course Outline (PDF) Su mmary of Course Outlines for High School (PDF) Video Library Classroom Challenges Video Library A Teacher's MDC Story "Before I received training on formative assessment in mathematics, much of my teaching consisted of giving students step-by-step instructions and tricks for solving specific problems. I assumed that my role as a math teacher was to determine the most efficient way to solve a problem and then teach my students how to mimic my procedures. I thought I was teaching mathematics, and making the subject easier for my students, but in reality I wasn't helping them at all. I was simply teaching them to follow a recipe without thinking about what they were doing."

# data[].attributes.attachment_link.title
Math Design Collaborative - K-12 Education

# data[].attributes.attachment_link.description
The Mathematics Design Collaborative (MDC) brings to mathematics teaching and learning high-quality instructional tools and professional support services that play a pivotal role in helping the Bill & Melinda Gates Foundation realize its ambitious goal of having 80% of low-income and minority students ready for college by 2025.

# data[].attributes.body
Rubric

# data[].attributes.body
Rubric

# data[].attributes.body
Rubric

# data[].attributes.body
Rubric

# data[].attributes.body
Rubric

# data[].attributes.headline
"Whether you think you can or you think you can't, you're right"

# data[].attributes.subject
"Whether you think you can or you think you can't, you're right"

# data[].attributes.body
-Henry Ford

# data[].attributes.body
Rubric

# data[].attributes.headline
StartSOLE - Self Organized Learning Environments

# data[].attributes.subject
StartSOLE - Self Organized Learning Environments

# data[].attributes.body
Click "Sign Up" and create your free account!