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COMMON CORE PRIORITIES

High Impact Planning 2014-2015

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THANK YOU!

Kevin Baird Kevin.Baird@CollegeCareer.Org

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Begin with the End in Mind

QUESTION for YOU:

What is the outcome we are

assessing?

What does it look like?

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Performance Task

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5 PLANNING PRIORITIES

• Understand the Goal

• Understand(!) the Standards

• Know The Student

• Know The Content

• Know the Priority Actions

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PRIORITY ONE

THE GOAL

(Establish Your Vision) (REACH ALL KIDS!)

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The goal of the Common Core State

Standards is college and career

readiness.

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SOURCE: Hart Research Associates. (2010). Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn.

Learning Outcomes Desired by Employers

0% 20% 40% 60% 80% 100%

The ability to effectively communicate orally and in writing

Critical thinking and analytical reasoning skills

The ability to apply knowledge and skills to real-world settings

The ability to analyze and solve complex problems

Concepts and new developments in science and technology

Percent Who Agree With Each Statement

Lear

ning

Out

com

es

JOB READY?

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13 www.CollegeCareer.org

Quick Facts

• Each year, approximately 1.2 million students fail to graduate from high school, more than half of whom are from minority groups.

• Percent of freshmen that enroll in at least one remedial course

Community College

Four-Year Institution

42% 20%

Alliance for Excellent Education, February 2009 edition.

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Students who enroll in a remedial reading course are 41 percent more likely to drop out of college. (NCES, 2004a)

58%

17%

0%

10%

20%

30%

40%

50%

60%

70%

No Remedial Course(s) Remedial Course(s)

Students Obtaining Bachelor’s Degree in Eight Years

Alliance for Excellent Education, February 2009 edition.

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TEXT GAP

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Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.

Grade 7 Analytical Prose Constructed-Response Item #1

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You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are:

• “Biography of Amelia Earhart” • “Earhart's Final Resting Place Believed Found” • “Amelia Earhart’s Life and Disappearance”

Consider the argument each author uses to demonstrate Earhart’s bravery.

Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.

Final Grade 7 Prose Constructed-Response Item #2

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Conditions for Successful Implementation

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

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?"

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 resistance Resources: 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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PRIORITY ONE

THE GOAL

(Establish Your Vision) (REACH ALL KIDS!)

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PRIORITY TWO

THE STANDARDS

ELA: Complexity Math: Fluency

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CCSS Lexile® Text Measures Grade Historical Text

Measures 2012 CCSS 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 1390L Source: www.lexile.com. MetaMetrics

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RECIPE

• 2 Anchors or Practices • 3 Content Standards

• 2 Questions: DOK 1 / Bloom’s 1-2 • 2 Questions: DOK 2 / Bloom’s 3-4 • 2 Questions: DOK 3 / Bloom’s 5-6 • WRITE 1 • ESSAY 2

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86% Tested: ELA

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ELA: DOK 3

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Math: DOK 2

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DOK GUIDE: HESS

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DECONSTRUCTION

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LET US HELP!

Common Core Leadership

GRANT INFO

Tim.Edwards@CollegeCareer.org

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PRIORITY THREE

THE STUDENT

Where do they READ? Math Skills?

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ACT Study – Schmeiser, 2006

Unprepared in Reading

Prepared in Reading

Chance of later success

1%

32%

Science 15%

67%

Mathematics

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Student Reading Acceleration

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Typical Lexile® Text Measures Grade Historical Text

Measures 2012 CCSS 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 1390L

Source: www.lexile.com. MetaMetrics

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• Availability of Placement Data • Availability of Progress Monitoring (all) • Understanding of Progress Monitor Data (all) • Use of Progress Monitor Data to Inform

Instruction

Priority Issues

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Destiny Reports

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NUMBER ONE PRIORITY

YOU MUST KNOW WHERE YOUR CHILDREN

READ!

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Yesterday

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SBAC, GR 3, DOK 1, Low Level

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PRIORITY THREE

THE STUDENT

Where do they READ? Math Skills?

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FLUENCY

Required Fluency K 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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RESOURCES

• Lexile.com & Quantiles.com • NWEA / MAP • Achieve3000.com (LevelSet Assessment)

–100% Non-Fiction; Adaptive • Scholastic.com

– (Scholastic Math Inventory)

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PRIORITY FOUR

THE CONTENT

What is REALLY looks like?

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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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Search with Scope / Sequence / Topic

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PLANNING FOR SYNTHESIS

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Suggest Titles

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More Resources!

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COMPLEXITY

• Library Alignment (Follett) • Multiple Texts / Range • Video / Multi-Media / Real-World • Literature + Non-Fiction

www.Achieve3000.com Login: CommonCore.Teacher Password: CommonCore.Teacher

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PRIORITY FIVE

THE PRIORITY: FOCUS

STEP by STEP

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English Language Arts

The Initial Focus on ELA Investment Should be Reading Acceleration

Build Student Capability with Complex Text, Academic & Domain Specific Vocabulary

Engagement is Key: National Lexile Study

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Math

The Initial Investment in Math Should be Focused on Foundational

Skills and Fluency K-8

Time for Depth is Critical

A Plan for Math Alignment is Important

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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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ANALYSIS

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PRIORITY

LEADERSHIP DEVELOPMENT

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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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LET US HELP!

YOU WILL GET Information Request:

GRANT INFO Research

White Paper

RETURN IT! LET US HELP YOU!

Tim.Edwards@CollegeCareer.org

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Questions?

THANK YOU!

Kevin Baird Kevin.Baird@CollegeCareer.Org

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RESOURCES Corepedia.org Achieve3000.com Lexile.com seconline.wceruw.org kids.nationalgeograpic.com www.nctm.org corestandards.org OECD.ORG collegecareer.org commoncoreinstitute.org