1
2
Conditions for Successful Implementation            Curriculum Mapping Implementation                                     ...
What do the Common Core StateStandards look like?                            4                                4
Common Core Big Picture1. Aligned with college and work expectations2. Focused and coherent3. Includes rigorous content an...
Describe aCollege & Career ReadyHigh School   Senior              6
Describe a  College &Career ReadyKindergartner                7
Comforta Unwilli Comfortab                ble      ng       leInstruction
What Strategies can you provide to          move them?   BE SPECIFIC – Risk is in the          specificity!
Choose a priorityCreate a Model Operation to include:     Vision     Priority Step     Skills     Tools
ACT Study – Schmeiser, 2006                Chance of later successUnprepared      Science    Mathematics   in Reading     ...
CURRENT Workforce demands . . .    National Workforce Surpluses and Shortages  SOURCE: Light, J. (2011). Labor Shortage Pe...
FUTURE Workforce projections indicate ongoing      shortages – especially in high-growth career fields          14        ...
Nationally, employers expectemployees to use a broad set of skills           Learning Outcomes Desired by Employers    SOU...
Instructional practices have to change                                         16
Standards for Mathematical Practice1. Make sense of problems and persevere in solving   them2. Reason abstractly and quant...
ELA Instructional Shifts                           18
College & Career Reading Anchor Standards                                     19
Quantitative: Rigor Increases 2-3              Grade LevelsLEXILE® LEVELS TODAY AND WITH COMMON CORE *COMMON CORE STATE ST...
Preparing our students forCollege & Careers                             Metametrics                                       ...
Kindergarten essential vocabulary      ELA                Math  •   Stanza            •   Attribute  •   Preference       ...
Emphasis on citing textual evidence   Reading Anchor Standard 1   Read closely to determine what the text says    explici...
Common Core: MATHEMATICS                 24                           24
Standards for Mathematical PracticeMcDonald’s ClaimWikipedia reports that 8% of all Americans eat at McDonaldsevery day. I...
Show your work•   12,800 * 1500 = 19,200,000•   19,200,000/310M = 6.2%-   OR –•   310M (total pop) * 8% (% that eat at McD...
Performance Tasks                    27
28
Common Core: ELA               29                    29
Literary Analysis Task (Grade 10):  Ovid’s “Daedalus and Icarus” and             Sexton’s “To a Friend Whose Work Has Come...
Grade 10 Prose Constructed-Response     ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a ...
Grade 10 Prose Constructed-Response     ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a ...
Grade 10 Prose Constructed-Response     ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a ...
Grade 10 Prose Constructed-Response     ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a ...
Grade 10 Prose Constructed-Response     ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a ...
Grade 10 Prose Constructed-Response     ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a ...
Grade 10 Prose Constructed-Response     ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a ...
Grade 10 Prose Constructed-Response     ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a ...
Grade 10 Prose Constructed-Response     ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a ...
Grade 10 Prose Constructed-Response     ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a ...
Grade 10 Prose Constructed-Response     ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a ...
Grade 10 Evidence-BasedSelected-Response ItemPart AWhich of the following sentences best states animportant theme about hu...
Grade 10 Evidence-BasedSelected-Response ItemPart AWhich of the following sentences best states animportant theme about hu...
Part BSelect three pieces of evidence from Ovid’s “Daedalus and Icarus”that support the answer to Part A.a.“and by his pla...
Nationally, employers expectemployees to use a broad set of skills           Learning Outcomes Desired by Employers    SOU...
Conditions for Successful Implementation            Curriculum Mapping Implementation                                     ...
What’s contributing to. . .Confusion   Anxiety   Resistance   Frustration   Treadmill                                     ...
Supporting the changes                         48                              48
Educators’ Concerns What are some of your questions, fears and concerns about your role in the implementation of the Commo...
Conditions for Successful Implementation            Curriculum Mapping Implementation                                     ...
School Planning                  What supports                  are in place?                         51                  ...
Challenges of Reform• District  – Boundaries  – Communication  – Feedback, link instruction to standards, monitor    stude...
Challenges of Reform (con’t)• Teachers  – Must know students  – Must know content  – Must have skills, resources, incentiv...
Conditions for Successful Implementation            Curriculum Mapping Implementation                                     ...
What is your priority?                         55
Broward/CommonCore/Marzano #1
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Day 1 Why Common Core?

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  • Key Points: SOURCE: Hart Research Associates (2010). Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn Review the skills employers have identified as the most desirable skills. (Give personal examples)
  • Key Points: Increased Rigor in Text Complexity is one of the most prominent areas focused on adding rigor to the classroom experience for ALL students These are the levels of text ALL students need to have access to. For those struggling readers, there are ways to incorporate certain scaffolds, BUT – it is no longer appropriate to NEVER expose our struggling readers to complex text, we can no longer “just” give them simplified text Read this for background info and in order to better explain the chart and answer questions. (From MetaMetrics website) New research released August 15 on text complexity . The updates refer to the three-part model defined in Appendix A of the the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, which combines the quantitative and qualitative measures of text complexity with reader and task considerations. The goal of the quantitative study was to provide information regarding the variety of ways text complexity can be measured quantitatively and to examine text complexity tools that are valid, transparent, user friendly, and reliable. We continue to update our tools to be aligned to the CCSS. Most recently, we updated the Lexile Map to include CCSS text exemplars and the new CCSS ranges. The Common Core Standards advocate a "staircase" of increasing text complexity, beginning in grade 2, so that students can develop their reading skills and apply them to more difficult texts. At the lowest grade in each band, students focus on reading texts within that text complexity band. In the subsequent grade or grades within a band, students must "stretch" to read a certain proportion of texts from the next higher text complexity band. This pattern repeats itself throughout the grades so that students can both build on earlier literacy gains and challenge themselves with texts at a higher complexity level. Lexile measures and the Lexile ranges above help to determine what text is appropriate for each grade band and what should be considered "stretch" text. The Common Core Standards devote as much attention to the text complexity of what students are reading as it does to how students read. As students advance through the grades, they must both develop their comprehension skills and apply them to increasingly complex texts. The proportion of texts that students read each year should come from a particular text complexity grade band. Students must also show a steadily increasing ability to discern more from and make fuller use of text.
  • Key Points: It is easy to see the difference between the Lexile reading levels of the majority of our High School students in comparison to those required outside of our classrooms.
  • Key Points: Explain that two of the inclusive Reading and Writing Anchor Standards directly address textual evidence. “ The shift toward text-based answers requires student to become more adept at drawing evidence from the text and explaining that evidence orally and in writing. Teachers should make sure that classroom experiences stay deeply connected to the text and that students develop habits for making evidentiary arguments based on the text. Teachers should ensure students develop habits of reading closely and backing up their claims with text-based answers, in class discussion and writing, to assess their comprehension of text. Here are two CCSS Anchor Standards which set expectations for students to cite specific evidence from literary and informational texts to support their inferences, conclusions, analyses, reflections, and research. ”
  • Key Points: SOURCE: Hart Research Associates (2010). Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn Review the skills employers have identified as the most desirable skills. (Give personal examples)
  • We have been talking with Anna about how to implement successfully. To do this we must look through the lens of sustainable. In order for sustainable change to occur, we must address all five key elements including vision, skill building, incentives, resources and a plan to get there. Reading 1 st cost 1 billion after 3 years found we haven't ’ moved the needle as a country. Nothing that we had done was truly sustainable. The reason for that is the program had become just that, a program. Death by paper cut. It did not get integrated into the culture of the school organization. We can not let that happen again. We must think about all of the elements of sustainable change as we move forward. We’ve already talked a bit vision, the most important thing to remember is it’s not about passing a test. The end goal is college and career readiness. Skills we can not assume the teachers have the skills they need. We must begin developing the new skills. New materials won’t solve the problem. Incentives are important. Incentives don’t have to be about money. They can be about skill development. We’ll talk about this more later but all the programs that we will look at provide continuing education credit. That is a real incentive for the practitioner. Resources. As we speak new resources are being developed. Be cautious of resources. There are publishers out there that are putting shinny stickers on materials that read common core aligned. If were created last week yes they may be. But new priorities for assessment and the new lexil ranges were just released a few months back. So those materials will not be properly aligned. The plan. You must have one. Enough said.
  • We have been talking with Anna about how to implement successfully. To do this we must look through the lens of sustainable. In order for sustainable change to occur, we must address all five key elements including vision, skill building, incentives, resources and a plan to get there. Reading 1 st cost 1 billion after 3 years found we haven't ’ moved the needle as a country. Nothing that we had done was truly sustainable. The reason for that is the program had become just that, a program. Death by paper cut. It did not get integrated into the culture of the school organization. We can not let that happen again. We must think about all of the elements of sustainable change as we move forward. We’ve already talked a bit vision, the most important thing to remember is it’s not about passing a test. The end goal is college and career readiness. Skills we can not assume the teachers have the skills they need. We must begin developing the new skills. New materials won’t solve the problem. Incentives are important. Incentives don’t have to be about money. They can be about skill development. We’ll talk about this more later but all the programs that we will look at provide continuing education credit. That is a real incentive for the practitioner. Resources. As we speak new resources are being developed. Be cautious of resources. There are publishers out there that are putting shinny stickers on materials that read common core aligned. If were created last week yes they may be. But new priorities for assessment and the new lexil ranges were just released a few months back. So those materials will not be properly aligned. The plan. You must have one. Enough said.
  • Broward/CommonCore/Marzano #1

    1. 1. 1
    2. 2. 2
    3. 3. Conditions for Successful Implementation Curriculum Mapping Implementation Sustainable Vision + Skills + Incentives + Resources + Plan Action Plan = Change Skills + Incentives + Resources + Plan Action Plan = Confusion Vision + Incentives + Resources + Plan Action Plan = Anxiety Vision + Skills + Resources + Plan Action Plan = Resistance Vision + Skills + Incentives + Plan Action Plan = Frustration Vision + Skills + Incentives + Resources = TreadmillKey Questions: “Why are we doing this?” to combat confusion. Vision: TheVision -- "Why are we doing this?" Resources -- "Do we have tools, time, Provides the direction to Plan: and training to map effectively?" Skills: The skill sets needed to combat anxiety. eliminate the treadmill effect.Skills -- "How do we build effective maps?" Action Plan -- "Over the next three years, do we have attainableIncentives -- "How will mapping advantages to combat resistance Incentives: Reasons, perks, improve timelines and goals? Who will be the responsible parties forteaching and learning?" time needed to combat frustration.monitoring, and feedback?" Resources: Tools and implementations, Knoster, T., Villa, R., & Thousand, J. (2000) 3
    4. 4. What do the Common Core StateStandards look like? 4 4
    5. 5. Common Core Big Picture1. Aligned with college and work expectations2. Focused and coherent3. Includes rigorous content and application of knowledge through higher order skills4. Internationally benchmarked: prepares students for global economy & society5. Based on evidence and research 5 5
    6. 6. Describe aCollege & Career ReadyHigh School Senior 6
    7. 7. Describe a College &Career ReadyKindergartner 7
    8. 8. Comforta Unwilli Comfortab ble ng leInstruction
    9. 9. What Strategies can you provide to move them? BE SPECIFIC – Risk is in the specificity!
    10. 10. Choose a priorityCreate a Model Operation to include: Vision Priority Step Skills Tools
    11. 11. ACT Study – Schmeiser, 2006 Chance of later successUnprepared Science Mathematics in Reading 1% 15% Prepared in Reading 32% 67% 12
    12. 12. CURRENT Workforce demands . . . National Workforce Surpluses and Shortages SOURCE: Light, J. (2011). Labor Shortage Persists in Some Fields. Wall Street Journal. 13 ©BHEF
    13. 13. FUTURE Workforce projections indicate ongoing shortages – especially in high-growth career fields 14 12 10 8Percent 6 4 2 0 Management Education Health Care Computer Community Specialties Services Career Fields Projected Annual Job Openings Career Interested and Math Proficient SOURCE: Derived from ACT’s The Condition of College and Career Readiness, 2010 ©BHEF 14
    14. 14. Nationally, employers expectemployees to use a broad set of skills Learning Outcomes Desired by Employers SOURCE: Hart Research Associates (2010). Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn. 15
    15. 15. Instructional practices have to change 16
    16. 16. Standards for Mathematical Practice1. Make sense of problems and persevere in solving them2. Reason abstractly and quantitatively3. Construct viable arguments/critique the reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in repeated reasoning 17
    17. 17. ELA Instructional Shifts 18
    18. 18. College & Career Reading Anchor Standards 19
    19. 19. Quantitative: Rigor Increases 2-3 Grade LevelsLEXILE® LEVELS TODAY AND WITH COMMON CORE *COMMON CORE STATE STANDARDS FOR ENGLISH, LANGUAGE ARTS, APPENDIX A (ADDITIONAL INFORMATION), NGA AND CCSSO, 2012 20
    20. 20. Preparing our students forCollege & Careers Metametrics 21
    21. 21. Kindergarten essential vocabulary ELA Math • Stanza • Attribute • Preference • Decompose • Punctuation • Decomposition • Collaborate • Composition • Illustrator • Hexagon • Brainstorm • Dimensional • Punctuation • Vertices • Non-fiction • Category 22
    22. 22. Emphasis on citing textual evidence Reading Anchor Standard 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing Anchor Standard 9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 23
    23. 23. Common Core: MATHEMATICS 24 24
    24. 24. Standards for Mathematical PracticeMcDonald’s ClaimWikipedia reports that 8% of all Americans eat at McDonaldsevery day. In the US, there are approximately 310 millionAmericans and 12,800 McDonalds. The average McDonald’sstore can serve 1,500 people a day.Do you believe the Wikipedia report to be true? Createa mathematical argument to justify your position.Construct viable arguments and critique the reasoningof others(Briars, Feb 2011) 25
    25. 25. Show your work• 12,800 * 1500 = 19,200,000• 19,200,000/310M = 6.2%- OR –• 310M (total pop) * 8% (% that eat at McDs) = 24,800,000 (total served in a year)• 24,800,000/12,800 (total # of McDs stores) = 1937.5 (avg served each day)• “can serve” 1,500 people/day --- stores would have to be able to serve more than 1,500 people/day for there to be 8% of all Americans eating at McDs every day 26
    26. 26. Performance Tasks 27
    27. 27. 28
    28. 28. Common Core: ELA 29 29
    29. 29. Literary Analysis Task (Grade 10): Ovid’s “Daedalus and Icarus” and Sexton’s “To a Friend Whose Work Has Come to Triu ” http://www.parcconline.org/samples/english-language- artsliteracy/grade-10-prose-constructed-response---sample-1-literary- analysis 30 30
    30. 30. Grade 10 Prose Constructed-Response ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a Friend Whose Work Has Cometo Triumph” by Anne Sexton to write an essay thatprovides an analysis of how Sexton transforms Daedalusand Icarus.As a starting point, you may want to consider what isemphasized, absent, or different in the two texts, but feelfree to develop your own focus for analysis.Develop your essay by providing textual evidence fromboth texts. Be sure to follow the conventions of standardEnglish. 3131
    31. 31. Grade 10 Prose Constructed-Response ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a Friend Whose Work Has Cometo Triumph” by Anne Sexton to write an essay thatprovides an analysis of how Sexton transforms Daedalusand Icarus.As a starting point, you may want to consider what isemphasized, absent, or different in the two texts, but feelfree to develop your own focus for analysis.Develop your essay by providing textual evidence fromboth texts. Be sure to follow the conventions of standardEnglish. 3232
    32. 32. Grade 10 Prose Constructed-Response ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a Friend Whose Work Has Cometo Triumph” by Anne Sexton to write an essay thatprovides an analysis of how Sexton transforms Daedalusand Icarus.As a starting point, you may want to consider what isemphasized, absent, or different in the two texts, but feelfree to develop your own focus for analysis.Develop your essay by providing textual evidence fromboth texts. Be sure to follow the conventions of standardEnglish. 3333
    33. 33. Grade 10 Prose Constructed-Response ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a Friend Whose Work Has Cometo Triumph” by Anne Sexton to write an essay thatprovides an analysis of how Sexton transforms Daedalusand Icarus.As a starting point, you may want to consider what isemphasized, absent, or different in the two texts, but feelfree to develop your own focus for analysis.Develop your essay by providing textual evidence fromboth texts. Be sure to follow the conventions of standardEnglish. 3434
    34. 34. Grade 10 Prose Constructed-Response ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a Friend Whose Work Has Cometo Triumph” by Anne Sexton to write an essay thatprovides an analysis of how Sexton transforms Daedalusand Icarus.As a starting point, you may want to consider what isemphasized, absent, or different in the two texts, but feelfree to develop your own focus for analysis.Develop your essay by providing textual evidence fromboth texts. Be sure to follow the conventions of standardEnglish. 3535
    35. 35. Grade 10 Prose Constructed-Response ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a Friend Whose Work Has Cometo Triumph” by Anne Sexton to write an essay thatprovides an analysis of how Sexton transforms Daedalusand Icarus.As a starting point, you may want to consider what isemphasized, absent, or different in the two texts, but feelfree to develop your own focus for analysis.Develop your essay by providing textual evidence fromboth texts. Be sure to follow the conventions of standardEnglish. 3636
    36. 36. Grade 10 Prose Constructed-Response ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a Friend Whose Work Has Cometo Triumph” by Anne Sexton to write an essay thatprovides an analysis of how Sexton transforms Daedalusand Icarus.As a starting point, you may want to consider what isemphasized, absent, or different in the two texts, but feelfree to develop your own focus for analysis.Develop your essay by providing textual evidence fromboth texts. Be sure to follow the conventions of standardEnglish. 3737
    37. 37. Grade 10 Prose Constructed-Response ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a Friend Whose Work Has Cometo Triumph” by Anne Sexton to write an essay thatprovides an analysis of how Sexton transforms Daedalusand Icarus.As a starting point, you may want to consider what isemphasized, absent, or different in the two texts, but feelfree to develop your own focus for analysis.Develop your essay by providing textual evidence fromboth texts. Be sure to follow the conventions of standardEnglish. 3838
    38. 38. Grade 10 Prose Constructed-Response ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a Friend Whose Work Has Cometo Triumph” by Anne Sexton to write an essay thatprovides an analysis of how Sexton transforms Daedalusand Icarus.As a starting point, you may want to consider what isemphasized, absent, or different in the two texts, but feelfree to develop your own focus for analysis.Develop your essay by providing textual evidence fromboth texts. Be sure to follow the conventions of standardEnglish. 3939
    39. 39. Grade 10 Prose Constructed-Response ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a Friend Whose Work Has Cometo Triumph” by Anne Sexton to write an essay thatprovides an analysis of how Sexton transforms Daedalusand Icarus.As a starting point, you may want to consider what isemphasized, absent, or different in the two texts, but feelfree to develop your own focus for analysis.Develop your essay by providing textual evidence fromboth texts. Be sure to follow the conventions of standardEnglish. 4040
    40. 40. Grade 10 Prose Constructed-Response ItemUse what you have learned from reading “Daedalus andIcarus” by Ovid and “To a Friend Whose Work Has Cometo Triumph” by Anne Sexton to write an essay thatprovides an analysis of how Sexton transforms Daedalusand Icarus.As a starting point, you may want to consider what isemphasized, absent, or different in the two texts, but feelfree to develop your own focus for analysis.Develop your essay by providing textual evidence fromboth texts. Be sure to follow the conventions of standardEnglish. 4141
    41. 41. Grade 10 Evidence-BasedSelected-Response ItemPart AWhich of the following sentences best states animportant theme about human behavior as described inOvid’s “Daedalus and Icarus”?a. Striving to achieve one’s dreams is a worthwhileendeavor.b. The thoughtlessness of youth can have tragicresults.c. Imagination and creativity bring their own rewards.d. Everyone should learn from his or her mistakes.42 42
    42. 42. Grade 10 Evidence-BasedSelected-Response ItemPart AWhich of the following sentences best states animportant theme about human behavior as described inOvid’s “Daedalus and Icarus”?a. Striving to achieve one’s dreams is a worthwhileendeavor.b. The thoughtlessness of youth can have tragicresults.c. Imagination and creativity bring their own rewards.d. Everyone should learn from his or her mistakes.43 43
    43. 43. Part BSelect three pieces of evidence from Ovid’s “Daedalus and Icarus”that support the answer to Part A.a.“and by his playfulness retard the work/his anxious father planned”(lines 310-311)*b.“But when at last/the father finished it, he poised himself” (lines312-313)c.“he fitted on his son the plumed wings/ with trembling hands, whiledown his withered cheeks/the tears were falling” (lines 327-329)d.“Proud of his success/the foolish Icarus forsook his guide” (lines348-349)*e.“and, bold in vanity, began to soar/rising above his wings to touchthe skies” (lines 350-351)*f.“and as the years went by the gifted youth/began to rival hisinstructor’s art” (lines 376-377)g.“Wherefore Daedalus/enraged and envious, sought to slay theyouth” (lines 384-385)h.“The Partridge hides/in shaded places by the leafy trees…for it ismindful of its former fall” (lines 395-396, 399)
    44. 44. Nationally, employers expectemployees to use a broad set of skills Learning Outcomes Desired by Employers SOURCE: Hart Research Associates (2010). Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn. 45
    45. 45. Conditions for Successful Implementation Curriculum Mapping Implementation Sustainable Vision + Skills + Incentives + Resources + Plan Action Plan = Change Skills + Incentives + Resources + Plan Action Plan = Confusion Vision + Incentives + Resources + Plan Action Plan = Anxiety Vision + Skills + Resources + Plan Action Plan = Resistance Vision + Skills + Incentives + Plan Action Plan = Frustration Vision + Skills + Incentives + Resources = TreadmillKey Questions: “Why are we doing this?” to combat confusion. Vision: TheVision -- "Why are we doing this?" Resources -- "Do we have tools, time, Provides the direction to Plan: and training to map effectively?" Skills: The skill sets needed to combat anxiety. eliminate the treadmill effect.Skills -- "How do we build effective maps?" Action Plan -- "Over the next three years, do we have attainableIncentives -- "How will mapping advantages to combat resistance Incentives: Reasons, perks, improve timelines and goals? Who will be the responsible parties forteaching and learning?" time needed to combat frustration.monitoring, and feedback?" Resources: Tools and implementations, Knoster, T., Villa, R., & Thousand, J. (2000) 46
    46. 46. What’s contributing to. . .Confusion Anxiety Resistance Frustration Treadmill 47
    47. 47. Supporting the changes 48 48
    48. 48. Educators’ Concerns What are some of your questions, fears and concerns about your role in the implementation of the Common Core State Standards? ? Tim xpe rtise E e? Ski lls or Accountabilit urces? y? Reso 49 49
    49. 49. Conditions for Successful Implementation Curriculum Mapping Implementation Sustainable Vision + Skills + Incentives + Resources + Plan Action Plan = Change Skills + Incentives + Resources + Plan Action Plan = Confusion Vision + Incentives + Resources + Plan Action Plan = Anxiety Vision + Skills + Resources + Plan Action Plan = Resistance Vision + Skills + Incentives + Plan Action Plan = Frustration Vision + Skills + Incentives + Resources = TreadmillKey Questions: “Why are we doing this?” to combat confusion. Vision: TheVision -- "Why are we doing this?" Resources -- "Do we have tools, time, Provides the direction to Plan: and training to map effectively?" Skills: The skill sets needed to combat anxiety. eliminate the treadmill effect.Skills -- "How do we build effective maps?" Action Plan -- "Over the next three years, do we have attainableIncentives -- "How will mapping advantages to combat resistance Incentives: Reasons, perks, improve timelines and goals? Who will be the responsible parties forteaching and learning?" time needed to combat frustration.monitoring, and feedback?" Resources: Tools and implementations, Knoster, T., Villa, R., & Thousand, J. (2000) 50
    50. 50. School Planning What supports are in place? 51 51
    51. 51. Challenges of Reform• District – Boundaries – Communication – Feedback, link instruction to standards, monitor student engagement – Develop plans collaboratively• Curriculum – Consistency – There is more to teaching than the map. – Tool or resource – Out of the box and off the page 52
    52. 52. Challenges of Reform (con’t)• Teachers – Must know students – Must know content – Must have skills, resources, incentives• Change. . .can be hard 53
    53. 53. Conditions for Successful Implementation Curriculum Mapping Implementation Sustainable Vision + Skills + Incentives + Resources + Plan Action Plan = Change Skills + Incentives + Resources + Plan Action Plan = Confusion Vision + Incentives + Resources + Plan Action Plan = Anxiety Vision + Skills + Resources + Plan Action Plan = Resistance Vision + Skills + Incentives + Plan Action Plan = Frustration Vision + Skills + Incentives + Resources = TreadmillKey Questions: “Why are we doing this?” to combat confusion. Vision: TheVision -- "Why are we doing this?" Resources -- "Do we have tools, time, Provides the direction to Plan: and training to map effectively?" Skills: The skill sets needed to combat anxiety. eliminate the treadmill effect.Skills -- "How do we build effective maps?" Action Plan -- "Over the next three years, do we have attainableIncentives -- "How will mapping advantages to combat resistance Incentives: Reasons, perks, improve timelines and goals? Who will be the responsible parties forteaching and learning?" time needed to combat frustration.monitoring, and feedback?" Resources: Tools and implementations, Knoster, T., Villa, R., & Thousand, J. (2000) 54
    54. 54. What is your priority? 55

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