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Kevin baird follett priorities
 

Kevin baird follett priorities

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  • Kevin, as a Special Education teacher, I applaud you for your energy and timely thoughts and resources. I agree with the information you shared, and I hope teachers outside of Language Arts will appreciate the message.
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    Kevin baird follett priorities Kevin baird follett priorities Presentation Transcript

    • 1
    • 2 COMMON CORE PRIORITIES High Impact Planning 2014-2015
    • 3 THANK YOU! Kevin Baird Kevin.Baird@CollegeCareer.Org
    • 4 Begin with the End in Mind QUESTION for YOU: What is the outcome we are assessing? What does it look like?
    • 5 Performance Task
    • 6
    • 7 5 PLANNING PRIORITIES • Understand the Goal • Understand(!) the Standards • Know The Student • Know The Content • Know the Priority Actions
    • 8 PRIORITY ONE THE GOAL (Establish Your Vision) (REACH ALL KIDS!)
    • 9 The goal of the Common Core State Standards is college and career readiness.
    • 10 10 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 LearningOutcomesJOB READY?
    • 11
    • 12
    • 13 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.
    • 14 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.
    • 15 TEXT GAP
    • 16
    • 17 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 17
    • 18 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 18
    • 19 Conditions for Successful Implementation Vision Skills+ + Incentives + Resources + Action Plan = Sustainable Change 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 attainable timelines and goals? Who will be the responsible parties for implementations, monitoring, and feedback?" Vision -- "Why are we doing this?" Skills -- "How do we build effective maps?" Incentives -- "How will mapping improve teaching 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)
    • 20 PRIORITY ONE THE GOAL (Establish Your Vision) (REACH ALL KIDS!)
    • 21 PRIORITY TWO THE STANDARDS ELA: Complexity Math: Fluency
    • 22 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
    • 23 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
    • 24 86% Tested: ELA
    • 25 ELA: DOK 3
    • 26 Math: DOK 2
    • 27 DOK GUIDE: HESS
    • 28
    • 29 DECONSTRUCTION
    • 30
    • 31
    • 32 LET US HELP! Common Core Leadership GRANT INFO Tim.Edwards@CollegeCareer.org
    • 33 PRIORITY THREE THE STUDENT Where do they READ? Math Skills?
    • 34 ACT Study – Schmeiser, 2006 Unprepared in Reading Prepared in Reading Chance of later success 1% 32% Science 15% 67% Mathematics
    • 35Source: Metametrics Student Reading Acceleration
    • 36 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
    • 37 • 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
    • 38
    • 39 Destiny Reports
    • 40 NUMBER ONE PRIORITY YOU MUST KNOW WHERE YOUR CHILDREN READ!
    • 41 Yesterday
    • 42 SBAC, GR 3, DOK 1, Low Level
    • 43 PRIORITY THREE THE STUDENT Where do they READ? Math Skills?
    • 44 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
    • 45 RESOURCES • Lexile.com & Quantiles.com • NWEA / MAP • Achieve3000.com (LevelSet Assessment) – 100% Non-Fiction; Adaptive • Scholastic.com – (Scholastic Math Inventory)
    • 46 PRIORITY FOUR THE CONTENT What is REALLY looks like?
    • 4747
    • 4848
    • 4949 49
    • 50
    • 5151
    • 52
    • 5353
    • 54 www.aboutfollettebooks.com/follettshelf.cfm
    • 55 Student Choice!
    • 56 Lexile Filter
    • 57 Reading Level Filter
    • 58 The Real World… Is in the Real World
    • 59
    • 60
    • 61 Search with Scope / Sequence / Topic
    • 62 PLANNING FOR SYNTHESIS
    • 63
    • 64 Suggest Titles
    • 65 More Resources!
    • 66 COMPLEXITY • Library Alignment (Follett) • Multiple Texts / Range • Video / Multi-Media / Real-World • Literature + Non-Fiction www.Achieve3000.com Login: CommonCore.Teacher Password: CommonCore.Teacher
    • 67 PRIORITY FIVE THE PRIORITY: FOCUS STEP by STEP
    • 68 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
    • 69 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
    • 70
    • 71
    • 72 • 4 to 5 Pages Weekly • Authentic Audience • Use of Technology • Use of Thesaurus What is holding us back? IMAGINE THE IMPACT
    • 73 ANALYSIS
    • 74 PRIORITY LEADERSHIP DEVELOPMENT
    • 75
    • 76 The Building Leadership Team • Classroom Observation (Evaluation) • Coaching for Change • Community / Parent Communication • Instructional Leadership
    • 77 • MEASURE EARLY & OFTEN • MAP to Real COMPLEXITY • EMBED INQUIRY – TIME, FOCUS, DEPTH • SYNTHESIS through WRITING & SPEECH • LEADERSHIP DEVELOPMENT MOVE ALL KIDS! SUMMARY
    • 78 COREpedia.org
    • 79 LET US HELP! YOU WILL GET Information Request: GRANT INFO Research White Paper RETURN IT! LET US HELP YOU! Tim.Edwards@CollegeCareer.org
    • 80 Questions? THANK YOU! Kevin Baird Kevin.Baird@CollegeCareer.Org
    • 81 RESOURCES Corepedia.org Achieve3000.com Lexile.com seconline.wceruw.org kids.nationalgeograpic.com www.nctm.org corestandards.org OECD.ORG collegecareer.org commoncoreinstitute.org