1. Move Education Forward

2. Agenda In this session, we will talk about The Philosophy and Organization of Forward Target Market Characteristics Lead Generation

3. Forward Instructional System Consultative Services Progress Monitoring Integrated Curriculum and Assessment Professional Development and Field Support

4. What is Forward Designed to Do?

5. Innovative Partnership Montgomery County Public Schools Rockville, MD Goals 17 th largest school system in the U.S. Highest graduation rate among large districts 2010 Baldrige Quality Award

6. Research MCPS studied their high school graduates as they traveled to higher education tracking: % of students accepted to college % of students who made it to their junior year Back-mapped student success beginning in Kindergarten using 7 Keys to College Readiness Successful students were critical thinkers, creative thinkers and had developed academic success skills. Forward incorporates the best practices of MCPS and their district’s curriculum while balancing the needs of districts nationally.

7. Partnership for Sustainability Forward is built on a foundation of sustainability and includes a three-year implementation plan. The goal is to move schools and districts from a stage where expert led support and scaffolding help drive the implementation to a stage where school leaders are confidently able to use the tools and resources by which to collaborate in self-managed ways.

9. Engagement Phase Making the Sale Goal: To target and qualify customers who would be the most successful with Forward. To generate excitement by showing a customer how Forward aligns to their school’s mission and vision. Customer takes vision self-assessment to determine how Forward aligns to a school or district’s vision for student success in the 21 st century. A score of 20-30 points indicates a solid lead. Sales meets with customer to educate them about Forward and discuss contract expectations. Proposal is presented; contract is signed. Outcome: Customer moves to the Pre-Implementation Phase

10. Pre-Implementation Phase Making the Plan Goals: To assess the scope of work needed during implementation in order to determine the appropriate implementation plan for Year 1. Data on school practices, processes, and systems will be collected through an implementation planning assessment. Sales and SAS General Managers meet with the customer to review data and determine the level of support needed in Year 1. Outcome: Level of support determined and contract signed.

11. Implementation Phase Making it Happen Goal: To implement the cycle of support determined by the Implementation Planning Assessment. To monitor the progress of the implementation and school growth to inform ongoing planning. Support and Tools Communication Support Professional Development and Professional Support Curriculum Progress Monitoring Tools Asynchronous Implementation Support Outcome: To support implementation by working with the different players: whole school, leadership, lead teachers and teachers in Year 1, 2 and 3.

12. Program Organization written for the CCSS focus on critical thinking, creative thinking, academic success

13. Two Types of Integration Integrated Support for Teachers curriculum resources student assessment professional development job-embedded coaching Integrated Content for Students Subject and skill integration

14. Thinking and Academic Success Skills

15. Scope and Sequence

16. Assessment Success Skills Assessments Content-area Formative Assessments

17. Professional Development Forward ‘s Professional Development is embedded within the program so teachers will have support during their implementation, not after it. Product Orientation Courses Skills Courses Just-in-Time PDF’s, videos and interactions Foundational Courses PD for Assessment www.myPearsonTraining.com

18. Getting Started Part Overview Integration Guide Planners

19. Unifying Questions Build enduring understandings across subject areas

20. Part Overview

21. Integration Guide

22. Weekly Planners Forward provides a library of Sample Learning Tasks rather than one prescribed lesson for each concept or topic.

23. How to Read a Sample Learning Task

24. Sales/Lead Generation Kathryn Francis Kathryn.Francis@Pearson.comKathryn.Francis@Pearson.com IA, IL, IN, MN, WI Lisa Hathaway Lisa.Hathaway@Pearson.comLisa.Hathaway@Pearson.com CT, DC, MA, ME, NH, RI, VT, Upstate NY Bryan Priem - Bryan.Priem@Pearson.comBryan.Priem@Pearson.com ID, KS, MO, MT, NE, WY, ND, SD School Achievement Services (SAS) Primary sales force Business unit credit 3 Business Development Managers Basal Team Lead generation Dual credit on Curriculum

25. Target Audience Good to Great A clear and shared focus High standards and expectations for all students Effective leadership High levels of collaboration and communication Focused professional development

26. Data-Driven Baseline Scoring Model Demographics Affluence Rating (H) Household Income (H) Lifestyle Code Poverty Level (L) Student Need (L) Academics College Bound Students (H) Failing Schools (L) Enrollment in Failing Schools (L) Teacher : Student Ratio (L) AP Program (Y) Technology Total Technology Budget (H) Per Student Tech Budget (H) Technology Sophistication Index (H) Finances Per Student Expenditures on Instructional Materials (H) Per Student Title I Funding (L)

27. www.PearsonSchool.com/forward