1
2
COMMON CORE
PRIORITIES
Back to School
2013 - 2014
3
THANK YOU!
Kevin Baird
Kevin.Baird@CollegeCareer.Org
4
BACK TO SCHOOL PRIORITIES
• Teachers
• Principals, Librarians, Building Support
• District Support
• Parents & Communiti...
5
Teachers: Three Things to Know
• Know Your Reading Band (Lexiles)
• Know The Standards (Your Grade)
Progression & Comple...
6
TEXT GAP
7
CCR Lexile®
Text Measures
Grade Historical Text
Measures
CCR Text Measures
1 230Lto 420L 190L to 530L
2 450L to 570L 420...
8
CCR Lexile®
Text Measures
Grade Historical Text
Measures
CCR Text Measures
1 230Lto 420L 190L to 530L
2 450L to 570L 420...
9
CCR Lexile®
Text Measures
Grade Historical Text
Measures
CCR Text Measures
1 230Lto 420L 190L to 530L
2 450L to 570L 420...
10
Deconstructed Common Core Standard
www.CommonCoreInstitute.org
11
FLUENCY
Required Fluency
K Add/subtract within 5
1 Add/subtract within 10
2 Add/subtract within 20
Add/subtract within ...
12
DO NOW
• ASSESS for PLACEMENT
– Vocabulary Fluency
– Text Comprehension
– Text Complexity & Interaction
– Math Fluency ...
13
HOW
FollettShelf
Classroom
Connections
Meaning of Vocabulary
5+ Miss = Too Hard
Complex Prompts
14
Deconstructed Common Core Standard
www.CommonCoreInstitute.org
15
Deconstructed Common Core Standard
www.CommonCoreInstitute.org
16
Webb’s DOK Guide www.CommonCoreInstitute.org
17
Webb’s DOK Guide www.CommonCoreInstitute.org
18
HOW
FollettShelf Classroom
Connections
Writers sometimes use a “quote”.
What does the word “quote” mean? How is a
“quot...
19
Deconstructed Standards: Search
• Focus on Fluency Standards
• Assess Fluency from Last Year
20
21
22
23
SBAC EXAMPLE
24
HOW
FollettShelf
Classroom
Connections
What kind of math
question could you
ask in this text?
25
Math = Real World
Get into the
REAL WORLD
Early!
Visit Often!
26
DO NOW
• ASSESS for PLACEMENT
– Vocabulary Fluency
– Text Comprehension
– Text Complexity & Interaction
– Math Fluency ...
27
Teachers: Three Things to Know
• Know Your Reading Band (Lexiles)
– Scholastic Reading Inventory
– NWEA
• Know The Stan...
28
KNOW YOUR STUDENT
• Teacher: Interest is in the REAL WORLD
• Media Center: Focus on the Intersection of
Real World and ...
29
www.aboutfollettebooks.com/follettshelf.cfm
30
Student Choice!
31
Lexile Filter
32
Reading Level Filter
33
The Real World… Is in the Real World
34
PLANNING FOR SYNTHESIS
35
36
Suggest Titles
37
BUILDING SUPPORT
• Establish Vision
– By the end of this year, each student shall..
– Consider elements of COMPLEXITY, ...
38
ELA: DOK 3
39
Math: DOK 2
40
PARCC Example, Grade 3 (3.NF.1)
Teacher:
Creates
Media
Specialist:
Recommends
Content, Shares
Leaders:
Put it on the
ag...
41
PRIORITY:
Write DAILY
In Math!
42
How might you discuss…
What discussion starters might I use?
What writing prompt might I give?
Where do I find good exa...
43
44
DOK GUIDE: HESS
45
Vision Skills+ + Incentives + Resources + Action Plan = Sustainable
Change
Skills + Incentives + Resources + Action Pla...
46
LEADERSHIP SUPPORT
• Put your vision and priorities on the agenda
• Use every opportunity to discuss authentic
instruct...
47
A Culture of Using Data Daily
48
TOOLS: DISTRICT SUPPORT!
TOOLS
My Reading
Paths
Notice & Note
DOK Guide
Deconstructed
Standards
49
HAVE YOU
Assessed
Refined
Re-organized
Shared
MANAGED
YOUR LIBRARY COLLECTION?
Follett District Manager
50
More Resources!
51
CREATING CRITICAL READERS
CONFERENCE
52
Toffler (1979), The definition of "illiterate"
 
The illiterate of the 21st
century will not be those
who cannot read a...
53
CSI: My House
• What is your child interested in?
• Read to them
• Discuss with them
• Encourage them
54
A Vocabulary Rich Environment!
55
56
57
• 4 to 5 Pages Weekly
• Authentic Audience
• Use of Technology
• Use of Thesaurus
What is holding us back?
IMAGINE THE ...
58
PRIORITY
LEADERSHIP
DEVELOPMENT
59
60
The Building Leadership Team
•Classroom Observation (Evaluation)
•Coaching for Change
•Community / Parent Communication...
61
• MEASURE EARLY & OFTEN
• MAP to Real COMPLEXITY
• EMBED INQUIRY – TIME, FOCUS, DEPTH
• SYNTHESIS through WRITING & SPE...
62
COREpedia.org
63
MY GIFT: ONE GRADE LEVEL
64
LET US HELP!
YOU WILL GET Information Request:
GRANT INFO
Research
White Paper
RETURN IT! LET US HELP YOU!
Tim.Edwards@...
65
Questions?
THANK YOU!
Kevin Baird
Kevin.Baird@CollegeCareer.Org 
66
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Common Core Priorities Back to School 2013-2014

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Common Core Priorities Back to School 2013-2014

  1. 1. 1
  2. 2. 2 COMMON CORE PRIORITIES Back to School 2013 - 2014
  3. 3. 3 THANK YOU! Kevin Baird Kevin.Baird@CollegeCareer.Org
  4. 4. 4 BACK TO SCHOOL PRIORITIES • Teachers • Principals, Librarians, Building Support • District Support • Parents & Communities
  5. 5. 5 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
  6. 6. 6 TEXT GAP
  7. 7. 7 CCR Lexile® Text Measures Grade Historical Text Measures CCR 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
  8. 8. 8 CCR Lexile® Text Measures Grade Historical Text Measures CCR 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
  9. 9. 9 CCR Lexile® Text Measures Grade Historical Text Measures CCR 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
  10. 10. 10 Deconstructed Common Core Standard www.CommonCoreInstitute.org
  11. 11. 11 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
  12. 12. 12 DO NOW • ASSESS for PLACEMENT – Vocabulary Fluency – Text Comprehension – Text Complexity & Interaction – Math Fluency (Computation) – Math Fluency (Cognition)
  13. 13. 13 HOW FollettShelf Classroom Connections Meaning of Vocabulary 5+ Miss = Too Hard Complex Prompts
  14. 14. 14 Deconstructed Common Core Standard www.CommonCoreInstitute.org
  15. 15. 15 Deconstructed Common Core Standard www.CommonCoreInstitute.org
  16. 16. 16 Webb’s DOK Guide www.CommonCoreInstitute.org
  17. 17. 17 Webb’s DOK Guide www.CommonCoreInstitute.org
  18. 18. 18 HOW FollettShelf Classroom Connections Writers 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?
  19. 19. 19 Deconstructed Standards: Search • Focus on Fluency Standards • Assess Fluency from Last Year
  20. 20. 20
  21. 21. 21
  22. 22. 22
  23. 23. 23 SBAC EXAMPLE
  24. 24. 24 HOW FollettShelf Classroom Connections What kind of math question could you ask in this text?
  25. 25. 25 Math = Real World Get into the REAL WORLD Early! Visit Often!
  26. 26. 26 DO NOW • ASSESS for PLACEMENT – Vocabulary Fluency – Text Comprehension – Text Complexity & Interaction – Math Fluency (Computation) – Math Fluency (Cognition)
  27. 27. 27 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
  28. 28. 28 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
  29. 29. 29 www.aboutfollettebooks.com/follettshelf.cfm
  30. 30. 30 Student Choice!
  31. 31. 31 Lexile Filter
  32. 32. 32 Reading Level Filter
  33. 33. 33 The Real World… Is in the Real World
  34. 34. 34 PLANNING FOR SYNTHESIS
  35. 35. 35
  36. 36. 36 Suggest Titles
  37. 37. 37 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
  38. 38. 38 ELA: DOK 3
  39. 39. 39 Math: DOK 2
  40. 40. 40 PARCC Example, Grade 3 (3.NF.1) Teacher: Creates Media Specialist: Recommends Content, Shares Leaders: Put it on the agenda
  41. 41. 41 PRIORITY: Write DAILY In Math!
  42. 42. 42 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
  43. 43. 43
  44. 44. 44 DOK GUIDE: HESS
  45. 45. 45 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 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 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?" 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 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)
  46. 46. 46 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
  47. 47. 47 A Culture of Using Data Daily
  48. 48. 48 TOOLS: DISTRICT SUPPORT! TOOLS My Reading Paths Notice & Note DOK Guide Deconstructed Standards
  49. 49. 49 HAVE YOU Assessed Refined Re-organized Shared MANAGED YOUR LIBRARY COLLECTION? Follett District Manager
  50. 50. 50 More Resources!
  51. 51. 51 CREATING CRITICAL READERS CONFERENCE
  52. 52. 52 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
  53. 53. 53 CSI: My House • What is your child interested in? • Read to them • Discuss with them • Encourage them
  54. 54. 54 A Vocabulary Rich Environment!
  55. 55. 55
  56. 56. 56
  57. 57. 57 • 4 to 5 Pages Weekly • Authentic Audience • Use of Technology • Use of Thesaurus What is holding us back? IMAGINE THE IMPACT
  58. 58. 58 PRIORITY LEADERSHIP DEVELOPMENT
  59. 59. 59
  60. 60. 60 The Building Leadership Team •Classroom Observation (Evaluation) •Coaching for Change •Community / Parent Communication •Instructional Leadership
  61. 61. 61 • MEASURE EARLY & OFTEN • MAP to Real COMPLEXITY • EMBED INQUIRY – TIME, FOCUS, DEPTH • SYNTHESIS through WRITING & SPEECH • LEADERSHIP DEVELOPMENT MOVE ALL KIDS! SUMMARY
  62. 62. 62 COREpedia.org
  63. 63. 63 MY GIFT: ONE GRADE LEVEL
  64. 64. 64 LET US HELP! YOU WILL GET Information Request: GRANT INFO Research White Paper RETURN IT! LET US HELP YOU! Tim.Edwards@CollegeCareer.org
  65. 65. 65 Questions? THANK YOU! Kevin Baird Kevin.Baird@CollegeCareer.Org 
  66. 66. 66

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