common core priorities back to school 2013-2014

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COMMON COREPRIORITIES

Back to School2013 - 2014

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THANK YOU!

Kevin BairdKevin.Baird@CollegeCareer.Org

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BACK TO SCHOOL PRIORITIES

• Teachers

• Principals, Librarians, Building Support

• District Support

• Parents & Communities

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Teachers: Three Things to Know

• Know Your Reading Band (Lexiles)• Know The Standards (Your Grade) Progression

& Complexity (Standard 1)• Know the Math Fluency Target

KNOW YOUR STUDENT

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TEXT GAP

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CCR Lexile® Text MeasuresGrade Historical Text

MeasuresCCR Text Measures

1 230Lto 420L 190L to 530L

2 450L to 570L 420L to 650L

3 600L to 730L 520L to 820L

4 640L to 780L 740L to 940L

5 730L to 850L 830L to 1010L

6 860L to 920L 920L to 1070L

7 880L to 960L 970L to 1120L

8 900L to 1010L 1010L to 1190L

9 960L to 1110L 1050L to 1260L

10 920L to 1120L 1080L to 1340L

11 and 12

1070L to 1220L 1180L to 1390LSource: www.lexile.com. MetaMetrics

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CCR Lexile® Text MeasuresGrade Historical Text

MeasuresCCR Text Measures

1 230Lto 420L 190L to 530L

2 450L to 570L 420L to 650L

3 600L to 730L 520L to 820L

4 640L to 780L 740L to 940L

5 730L to 850L 830L to 1010L

6 860L to 920L 920L to 1070L

7 880L to 960L 970L to 1120L

8 900L to 1010L 1010L to 1190L

9 960L to 1110L 1050L to 1260L

10 920L to 1120L 1080L to 1340L

11 and 12

1070L to 1220L 1180L to 1390LSource: www.lexile.com. MetaMetrics

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CCR Lexile® Text MeasuresGrade Historical Text

MeasuresCCR Text Measures

1 230Lto 420L 190L to 530L

2 450L to 570L 420L to 650L

3 600L to 730L 520L to 820L

4 640L to 780L 740L to 940L

5 730L to 850L 830L to 1010L

6 860L to 920L 920L to 1070L

7 880L to 960L 970L to 1120L

8 900L to 1010L 1010L to 1190L

9 960L to 1110L 1050L to 1260L

10 920L to 1120L 1080L to 1340L

11 and 12

1070L to 1220L 1180L to 1390LSource: www.lexile.com. MetaMetrics

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Deconstructed Common Core Standard

www.CommonCoreInstitute.org

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FLUENCY

Required FluencyK Add/subtract within 5 1 Add/subtract within 10 2 Add/subtract within 20

Add/subtract within 100 (pencil and paper) 3 Multiply/divide within 100

Add/subtract within 1,000 4 Add/subtract within 1,000,000 5 Multidigit multiplication 6 Multidigit division

Multidigit decimal operations 7 Solve px + q = r, p(x + q) = r

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DO NOW

• ASSESS for PLACEMENT– Vocabulary Fluency– Text Comprehension– Text Complexity & Interaction– Math Fluency (Computation)– Math Fluency (Cognition)

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HOW

FollettShelfClassroomConnections

Meaning of Vocabulary5+ Miss = Too Hard

Complex Prompts

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Deconstructed Common Core Standard

www.CommonCoreInstitute.org

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Deconstructed Common Core Standard

www.CommonCoreInstitute.org

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Webb’s DOK Guide www.CommonCoreInstitute.org

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Webb’s DOK Guide www.CommonCoreInstitute.org

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HOW

FollettShelf ClassroomConnectionsWriters sometimes use a “quote”. What does the word “quote” mean? How is a“quote” used?How is a “quote” different from a “detail”?

In Lips visited the area for the first time.

On her first visit, there were many frogs. On her return visit, the forest was quiet. What might I infer from these two statements?

What specific detail supports the idea that there were many frogs in 1992? What one word is most important to support the idea?

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Deconstructed Standards: Search

• Focus on Fluency Standards• Assess Fluency from Last Year

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SBAC EXAMPLE

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HOW

FollettShelfClassroomConnections

What kind of mathquestion could youask in this text?

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Math = Real World

Get into the REAL WORLDEarly!

Visit Often!

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DO NOW

• ASSESS for PLACEMENT– Vocabulary Fluency– Text Comprehension– Text Complexity & Interaction– Math Fluency (Computation)– Math Fluency (Cognition)

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Teachers: Three Things to Know

• Know Your Reading Band (Lexiles)– Scholastic Reading Inventory– NWEA

• Know The Standards (Your Grade) Progression & Complexity (Standard 1)– BEGIN with the END in MIND (look back)

• Know the Math Fluency Target– Beyond Computation

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KNOW YOUR STUDENT

• Teacher: Interest is in the REAL WORLD

• Media Center: Focus on the Intersection of Real World and STRETCH

Low Medium High

• Support Complexity: Suggest Titles to Support Curriculum

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www.aboutfollettebooks.com/follettshelf.cfm

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Student Choice!

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Lexile Filter

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Reading Level Filter

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The Real World… Is in the Real World

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PLANNING FOR SYNTHESIS

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Suggest Titles

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BUILDING SUPPORT

• Establish Vision– By the end of this year, each student shall..– Consider elements of COMPLEXITY, REAL-

WORLD, INVESTIGATION, APPLICATION– Include a measure– Give PERMISSION and TIME– The AGENDA for the next 9 weeks

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ELA: DOK 3

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Math: DOK 2

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PARCC Example, Grade 3 (3.NF.1)

Teacher: Creates

Media Specialist:Recommends Content, Shares

Leaders:Put it on the agenda

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PRIORITY:

Write DAILY

In Math!

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How might you discuss…

What discussion starters might I use?

What writing prompt might I give?

Where do I find good examples?

- Everyday Math- GO! math

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DOK GUIDE: HESS

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Vision Skills+ + Incentives + Resources + Action Plan = SustainableChange

Skills + Incentives + Resources + Action Plan = Confusion

Vision + Incentives + Resources + Action Plan = Anxiety

Vision Skills+ + Resources + Action Plan = Resistance

Vision Skills+ + Incentives + Action Plan = Frustration

Vision Skills+ + Incentives + Resources = Treadmill

Curriculum Mapping Implementation

Key Questions:Resources -- "Do we have tools, time, and training to map effectively?"Action Plan -- "Over the next three years, do we have attainabletimelines and goals? Who will be the responsible parties forimplementations, monitoring, and feedback?"

Vision -- "Why are we doing this?"Skills -- "How do we build effective maps?"Incentives -- "How will mapping improveteaching and learning?"

Conditions for Successful Implementation

Plan

Plan

Plan

Plan

Plan

Vision: The “Why are we doing this?” to combat confusion.Skills: The skill sets needed to combat anxiety.Incentives: Reasons, perks, advantages to combat resistanceResources: Tools and time needed to combat frustration.

Plan: Provides the direction to eliminate the treadmill effect.

Knoster, T., Villa, R., & Thousand, J. (2000)

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LEADERSHIP SUPPORT

• Put your vision and priorities on the agenda

• Use every opportunity to discuss authentic instruction, lessons, challenges

• Identify Skill Needs– Finding Content (Low-Med-High, Assess)– Pairing Content (Huckelberry, Mississippi)– Leading Discussion / Independence– Managing Classrooms / New Activities

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A Culture of Using Data Daily

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TOOLS: DISTRICT SUPPORT!

TOOLS

My Reading Paths

Notice & Note

DOK Guide

Deconstructed Standards

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HAVE YOU AssessedRefined

Re-organizedShared

MANAGED

YOUR LIBRARY COLLECTION?

Follett District Manager

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More Resources!

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CREATING CRITICAL READERS CONFERENCE

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Toffler (1979), The definition of "illiterate" 

The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.

Parents & Community

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CSI: My House

• What is your child interested in?

• Read to them

• Discuss with them

• Encourage them

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A Vocabulary Rich Environment!

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• 4 to 5 Pages Weekly

• Authentic Audience

• Use of Technology

• Use of Thesaurus

What is holding us back?

IMAGINE THE IMPACT

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PRIORITY

LEADERSHIPDEVELOPMENT

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The Building Leadership Team

•Classroom Observation (Evaluation)•Coaching for Change•Community / Parent Communication•Instructional Leadership

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• MEASURE EARLY & OFTEN• MAP to Real COMPLEXITY• EMBED INQUIRY – TIME, FOCUS, DEPTH• SYNTHESIS through WRITING & SPEECH• LEADERSHIP DEVELOPMENT

MOVE ALL KIDS!

SUMMARY

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COREpedia.org

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MY GIFT: ONE GRADE LEVEL

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LET US HELP!

YOU WILL GET Information Request:

GRANT INFOResearch

White Paper

RETURN IT! LET US HELP YOU!

Tim.Edwards@CollegeCareer.org

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Questions?

THANK YOU!

Kevin BairdKevin.Baird@CollegeCareer.Org

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