Great results in the area of standards alignment alway.docx

Great
results
in
the
area
of
standards
alignment always
follow
exceptional
collaboration.
O
ne
of
the
best
parts
about
my
job
is
that
I
get
to
travel
all
around
the
country
and

meet
thousands
of
educators
with
equally
as
many
opinions
about
a
variety
of
topics.
This
has
no
doubt
broadened
my
perspective
as
I
have
learned
as
much
from
them
as
I
have
been
able
to
offer.

Such
was
the
case
after
visiting
a
school
that
needed
support
in
the
area
of
standards
alignment.
Not
long
after
I
began
laying
out
the
steps
on
how
to
create
an
exceptional
system
for
standards

alignment,
a
young
teacher
sheepishly
stood
up
with
her
hand
raised.
You
could
tell
that
she
was
trying
to
say
something
to
help
keep
me
from
embarrassing
myself.
I’ve
had
this
happen
before,
only
to
have

someone
tell
me
that
my
zipper
was
down
or
that
they
couldn’t
hear
me
in
the
back
of
the
room.
This
was
different,
though:
“Mr.
Lopez,
I
really
appreciate
you
coming
here,
and
I
think
I

speak
for
the
staff
when
I
say
that
I
don’t
want
to
offend
you,
but
you
need
to
know
that
we’ve
already
done
this.”
A
little
confused,
I
asked,
“You’ve
already
done
what?”
“We’ve

already
done
planning
around
standards
alignment.
This
really
isn’t
new
to
us.”
Wanting
to
dig
a
little
deeper,
I
asked,
“When
exactly
did
you
do
this?”
She
responded,
“Oh,
we
did
this
like
…

six
years
ago.”
Trying
to
be
as
respectful
of
her
as
she
was
to
me,
I
said,
“Standards
alignment
is
not
something
that
you’ve
done;
it’s
something
that
you
do.”
When
the
standards
movement

began,
many
decades
ago,
there
were
many
commitments
that
districts
and
schools
made
to
jump
on
board.
Unfortunately
for
some,
those
commitments
were
more
about
how
to
align
standards
through
protocols
and
flow
charts
than
they

were
about
practical
applications
that
teachers
could
put
into
use
in
their
classrooms.
In
spite
of
the
plethora
of
information
and
tools
that
we
now
have
that
can
help
us
better
align
our
standards,
not
much

has
changed
for
our
most
struggling
schools.
For
those
schools,
it
appears
that
educators
are
expected
to
know
what
the
standards
are,
which
essentially
equates
to
them
having
the
ability
to
look
online
on
their
state

department
of
education
website.
Rather
than
beginning
with
the
standards
and
shaping
their
lessons
around
them,
teachers
begin
with
what
they
want
to
do
and
then
attempt
to
squeeze
in
a
standard
here
or
there
in

order
to
meet
the
expectations
that
their
schools
or
districts
have
put
on
them.
Sure,
they
write
down
the
standard
being
taught
with
every
lesson
on
their
whiteboard
each
day,
but
is
that
a
result
of

a
conscious
effort
to
let
the
standards
drive
their
instruction?
Don’t
get
me
wrong;
I
understand
why
so
many
teachers
today
are
more
likely
to
embrace
this
form
of
standards
alignment
in
their
classrooms.
The
fact

is,
this
is
some
of
the
hardest
work
that
we
ask
our
educators
to
participate
in
today.
I’d
even
go
a
step
further
by
saying
that,
because
of
the
current
systems
being
used
to
align
our

standards
in
schools,
it’s
also
among
the
most
boring.
Let’s
face
it—aligning
your
teaching
to
state
standards
lacks
a
sense
of
educational
romance,
if
you
will.
In
fact,
it
is
often
described
as
the
trenches

of
teaching.
Belaboring
as
it
may
be
to
some,
it
is
critical
for
the
overall
success
of
a
school.
Unfortunately,
there
are
those
who
think
that
aligning
one’s
standards
is
simply
a
matter
of
opening
a

textbook
and
following
the
pacing
guide.
If
you
are
among
those
who
think
this
way,
please
understand
that
the
greatest
joy
of
a
teacher
can
never
be
found
in
the
completion
of
mapping
out
the
standards

for
any
given
year.
It
is
found
in
the
journey
that
allows
you
to
discover
new,
better
strategies
to
align
your
work
as
a
grade
level
or
department
and
hence
create
better
results
for
your
students

on
a
regular
basis.
If
the
concept
of
standards
alignment
has
been
a
source
of
frustration
for
you
over
the
years,
suspend
that
frustration
through
the
rest
of
this
chapter
as
I
attempt
to
share
a

simple
and
practical
exceptional
system
that
will
give
standards
their
due
attention
without
making
it
a
laborious
process.
WHY
IS
ALIGNING
STANDARDS
SO
CRITICAL?
As
professionals,
we
are
called
to
participate
in
activities
that

improve
our
results
while
learning
from
our
successes
and
failures.
Aligning
standards
provides
an
objective
framework
that
can
guide
our
path.
The
beauty
of
this
framework
is
the
ability
that
it
has
to
allow
continuity
from

one
grade
level
to
the
next.
When
we
participate
in
such
continuity,
our
instruction
becomes
more
meaningful
and
purposeful.
When
every
grade
level
follows
this
framework,
our
instruction
can
never
be
in
vain.
But
this
can

happen
only
when
it
is
completed
with
the
aid
of
systematic
collaboration.
Which
is
exactly
why
standards
alignment
follows
collaboration
on
the
exceptional
system
staircase.
COMMON
MISTAKES
IN
ALIGNING
STANDARDS
Two
common
mistakes
are

made
when
schools
attempt
to
align
the
standards
at
each
grade
level.
The
first
is
that
they
confuse
standards
alignment
with
standards
pacing
.
Pacing
takes
place
when
we
chart
the
course
to
ensure
that
we

introduce
and
give
the
proper
amount
of
time
to
grade
level
standards
throughout
the
school
year.
Pacing
gives
us
instructional
consistency
so
that
every
member
of
our
team
remains
on
track
to
teach
the
standards.
Pacing

is
what
ensures
that
Mr.
Smith
is
teaching
mixed
fractions
at
a
time
that
is
relatively
similar
to
his
colleague
across
the
hall.
The
pacing
of
our
standards
is
absolutely
important,
but
it
is
much
different

from
the
work
that
we
do
with
standards
alignment.
In
a
nutshell,
standards
alignment
is
different
because
it
focuses
on
the
who,
what,
and
how
of
standards.
It
is
not
driven
by
dates
or
timelines,
but

instead
by
the
ideas
and
strategies
that
we
plan
to
use
as
we
teach
students
the
standards.
Before
I
go
any
further,
let
me
give
this
disclaimer.
I
don’t
care
what
state
you
live
in—chances

are
that
you
disagree
with
some
of
the
expectations
that
it
may
have
related
to
standards.
I’ll
be
the
first
to
say
that
I
believe
wholeheartedly
in
the
instincts
of
a
classroom
teacher
over
someone
with

little
to
no
experience
with
instruction.
That
said,
we
live
in
a
world
of
accountability.
That
accountability
is
tested
according
to
the
standards
that
your
state
has
chosen.
Like
it
or
not,
it
is
what
our

schools
are
judged
by.
This
to
me
is
reason
enough
to
embrace
the
standards.
The
alternative
is
to
ignore
this
accountability,
risk
the
probability
of
getting
terrible
results,
be
scrutinized
by
your
community
for
failing
students,

and
shape
a
negative
image
for
them
about
the
lack
of
success.
Doing
so
is
an
injustice
to
your
students
and
yourself.
The
second
common
mistake
when
it
comes
to
standards
alignment
is
that
schools

rely
too
much
on
what
it
is
that
they
want
to
teach
instead
of
what
it
is
that
the
state
requires
them
to
teach.
If
you’ve
been
in
this
profession
for
some
time,
chances
are
that

you
have
seen
this
in
action
on
one
or
more
occasions.
For
example,
have
you
ever
caught
a
colleague
say
something
to
the
effect
of,
“But
I
don’t
want
to
skip
that
lesson;
I
love
teaching

it”
or
“Third
grade’s
going
on
that
field
trip?
We
wanted
to
go
there
first!”
These
are
dead
giveaways
for
an
attitude
that
is
pervasive
in
some
of
our
most
struggling
schools,
where
teachers
are
driven

to
do
what
is
most
comfortable
to
them.
I
can
still
hear
the
echoes
in
the
hallways
of
schools
that
I’ve
visited:
Owl
pellets
are
a
fourth
grade
science
standard?
Who
cares?
Let’s
do
them

in
second
grade!—It’s
October,
so
let’s
all
do
a
unit
on
bats!—
Our
school
mascot
is
the
bear,
so
let’s
be
sure
that
every
grade
level
spends
a
month
on
teaching
about
the
variety
of
bears

throughout
the
world
and
post
some
of
our
favorite
sayings
like
“Have
a
beary
good
day!”
all
over
the
campus.
The
Road
Map
If
any
of
this
sounds
familiar,
let’s
work
to
simplify
the

process
of
aligning
standards
while
at
the
same
time
making
it
highly
practical.
Reduced
to
its
simplest
form,
aligning
standards
can
be
completed
in
four
steps.
First,
we
want
to
identify
specific
skills
that
we
are

expected
to
teach.
Second,
we
need
to
secure
a
variety
of
ways
that
we
will
use
assessments
along
the
way.
Next,
it’s
necessary
for
us
to
brainstorm
instructional
methods
that
will
act
as
the
vehicle
for

our
teaching.
Finally,
we
need
to
make
a
list
of
the
resources
necessary
during
these
instructional
practices.
These
four
steps
of
identifying
specific
skills,
assessments,
instructional
methods,
and
resources
make
up
what
we
refer
to
as

“The
Road
Map.”
This
process
is
so
practical,
it
can
work
with
aligning
any
standard
at
any
level.
Let’s
take
a
look
at
each
step
by
using
the
following
fourth
grade
standard
and
sub-standard
as
an

example.
An
example
of
a
full
“Road
Map”
can
be
found
in
the
appendix.
IDENTIFY
SPECIFIC
SKILLS
There’s
a
reason
why
I
included
the
sub-standard
in
this
example.
As
you
can
see,
standard

1.0
presents
a
broad
commitment
to
teaching
word
analysis,
fluency,
and
systematic
development,
but
it
is
each
of
the
sub-standards
that
cut
to
the
heart
of
a
standard.
This
is
critical
to
understand,
as
too
many

educators
look
only
at
the
broad
standard.
Doing
so
ignores
the
details
that
help
to
generate
progress
for
individual
students.
As
we
look
at
sub-standard
1.1,
it
is
clear
that
the
skills
we
are
trying

to
focus
on
are
that
of
fluency,
pacing,
accuracy,
intonation,
and
expression.
Identifying
the
specific
skills
is
no
more
than
framing
our
sub-standard
and
simplifying
our
expectations.
It
takes
what
can
often
be
a
long
narrative

and
puts
it
into
checklist
form.
This
sets
the
stage
for
the
steps
that
follow
as
we
design
our
standards
road
map.
ASSESSMENTS
If
the
specific
skills
tell
us
what
we
will
need
to

focus
on,
then
the
assessments
will
help
us
know
if
we’ve
done
our
job.
Because
standards
road
maps
should
act
as
a
resource
of
information
for
you
to
go
to,
the
purpose
is
never
to
task

yourself
to
death.
The
key
to
remember
when
selecting
assessments
is
to
list
a
variety
of
assessments
that
you
can
use
to
analyze
your
progress.
You
do
not
have
to
use
all
of
them
just
because

they
are
listed.
INSTRUCTIONAL
METHODS
As
we
make
a
list
of
instructional
methods,
we
want
to
keep
these
two
words
at
the
forefront:
engaging
and
explicit
.
Because
so
many
of
today’s
educators
are

constantly
feeling
the
pressure
to
get
through
all
of
the
standards,
these
two
words
are
often
abandoned
from
their
vocabulary.
We
must
not
only
bring
them
back
into
our
personal
lexicons,
but
also
make
them
the

focal
point.
Instruction
is
always
best
when
students
are
involved
in
the
conversation,
partnering
together,
and
active
in
their
learning.
It
flows
so
much
better
when
we’ve
defined
the
goal
before
the
lesson
is
delivered
and

given
our
students
explicit
expectations
before
we
begin.
A
perfect
example
of
this
is
in
the
College
Readiness
Literature
Circles
that
were
developed
at
the
NEU
at
Rosemary
Kennedy
in
Riverside,
California.
Led
by
the

principal,
Jackie
Casillas,
and
her
support
specialist,
Carol
Hall,
this
staff
took
the
concept
of
literature
circles
to
the
next
level.
As
many
of
you
know,
literature
circles
is
a
method
of
having
a
student
read

books
with
a
group
of
students
who
are
reading
at
the
same
level.
After
reading
together,
students
then
work
individually
on
a
different
“job”
guided
by
templates
given
to
them
by
the
teacher.
NEU
at
Kennedy

staff
took
those
jobs
and
turned
them
into
“careers.”
What
used
to
be
known
as
the
“word
wizard”
job
is
now
the
career
of
a
“journalist.”
What
was
formerly
called
the
“character
analyst”
is
now
the

“sociologist.”
Included
in
this
shift,
which
promotes
literacy
while
also
focusing
on
college
readiness,
was
a
kid-friendly
PowerPoint
that
described
each
career
to
the
class
before
they
even
began
working
in
this
format.
The
teachers
at

the
NEU
at
Kennedy
understood
that
their
explicit
introduction
into
this
form
of
engaging
reading
instruction
would
be
more
successful
if
they
took
the
time
to
explain
the
details
of
this
model.
Because
they
did,
many

of
our
NEU
schools
today
have
been
exposed
to
this
engaging
and
explicit
concept.
RESOURCES
Getting
the
best
resources
is
all
about
joining
forces
with
those
at
your
grade
level
or
in
your
department.

Without
high
levels
of
collaboration,
you’ll
use
only
what
you
own.
Doing
that
will
ensure
that
you
make
very
little
change
along
the
way,
because
all
you’re
really
fostering
is
self-dependence.
As
we
discussed
in
the

previous
chapter,
our
collaborative
efforts
have
to
be
more
about
students
than
they
are
about
adults.
When
we
share
ideas
from
one
class
to
another,
ALL
students
benefit
from
those
ideas.
For
those
of
you
with

children
of
your
own,
or
those
who
hope
to
be
parents
one
day,
think
about
this
question:
Don’t
you
want
your
kids
to
participate
in
the
stellar
lessons
and
engaging
units
that
are
taking
place
in

the
classrooms
next
door
to
them?
Sharing
resources
as
part
of
developing
a
standards
road
map
ensures
that
you
get
the
answer
that
you
want,
which
surely
has
to
be
“yes.”
Veteran
teachers
will
admit

that
all
of
this
is
a
trial
and
error
process.
That’s
all
right!
Give
yourself
the
freedom
to
make
mistakes,
to
look
back
and
say
to
yourself,
“Boy,
that
lesson
didn’t
turn
out
too
well!”
Being

successful
every
time
is
not
the
most
important
thing.
Learning
from
those
mistakes
and
improving
your
teaching
over
the
years
is,
though.
While
generating
the
ideas
for
this
chapter,
I
asked
Kristie
Szentesi,
one
of
the

best
teachers
I
have
worked
with,
to
show
me
an
example
of
one
of
her
road
maps.
When
she
delivered
it
to
me,
it
was
covered
with
notes,
highlight
marks,
and
sticky
notes.
It
looked
as

if
it
had
been
through
battle
over
the
last
several
years
as
it
was
constantly
being
updated.
This
is
exactly
what
your
goal
should
be
as
you
create
road
maps
of
your
own.
WHERE
DO

YOU
BEGIN?
After
taking
in
all
this
information,
many
schools
may
find
themselves
asking
the
question
“Where
do
we
begin?”
For
this,
there
are
two
very
acceptable
options.
As
school
leaders
consider
both,
remember
that

while
it
may
be
easier
for
you
to
ask
your
entire
school
to
focus
on
the
same
standard,
each
grade
level
or
department
may
have
very
different
challenges
to
address.
What
good
does
it
do
you

to
have
all
of
your
teams
focus
on
standards
in
geometry,
when
first
grade’s
lowest-performing
area
is
in
fluency
and
third
grade’s
is
in
literal
comprehension?
Aligning
standards
cannot
be
a
process
in
which
the
principal

assigns
one
standard
and
asks
the
staff
to
turn
it
in
by
the
end
of
the
week.
Setting
reasonable
timelines
for
this
process
is
absolutely
fair
to
do
as
a
leader,
but
we
need
to
make

sure
that
those
timelines
are
reflective
of
an
attitude
to
affect
our
students
in
a
timely
manner
and
not
one
driven
to
complete
a
task
by
a
certain
deadline.
Allowing
individual
grade
levels
to
choose
starting

points
based
on
their
needs
shows
leadership.
Asking
them
all
to
do
the
same
thing
at
the
same
time
shows
management.
The
choice
is
yours.
STARTING
WITH
THE
GREATEST
NEED
One
path
to
choose

as
you
align
standards
is
to
begin
in
an
area
of
the
curriculum
where
you
display
the
greatest
weakness.
Too
many
schools
select
subject
matter
based
on
what
is
the
easiest
to
begin
with.
This
makes

no
sense
at
all.
Why
should
a
school
or
grade
with
80
percent
of
students
performing
at
levels
of
proficiency
in
math
choose
math
to
focus
on,
when
only
30
percent
are
proficient
in
reading?
Let’s

take
it
a
step
further.
Not
only
should
you
choose
your
lowest-performing
subject
matter,
but
you
should
also
choose
the
standard
within
that
subject
matter
where
your
data
show
the
greatest
need
for
growth.
Imagine

you
have
a
big
backyard
with
grass,
trees,
and
flowers
throughout.
As
the
seasons
come
and
go,
you
experience
a
variety
of
issues
that
require
your
attention,
the
most
common
of
which
are
the
weeds
that

take
root
on
the
dirt
paths
throughout
the
yard.
As
you
consider
the
areas
of
need
in
your
yard,
you
wouldn’t
first
decide
to
up
the
watering
on
the
lawn
or
add
more
fertilizer
to
your

flowers,
would
you?
You’d
do
something
about
the
weeds!
Of
course,
focusing
on
the
beautiful
portions
of
your
yard
is
certainly
more
personally
fulfilling,
but
it
does
nothing
to
improve
the
problematic
areas
that
take
away

from
the
overall
beauty
of
your
backyard.
Furthermore,
failing
to
address
the
problems
in
your
yard
may
someday
wind
up
infecting
all
the
other
areas
that
you
made
successful.
Aligning
our
standards
has
to
be
the

same
way.
STARTING
WITH
THE
GREATEST
ACCOUNTABILITY
The
other
possible
route
by
which
to
begin
your
standards
alignment
journey
is
the
greatest
area
of
accountability.
As
an
educator
in
California
for
15
years,
I

watched
as
state
standards
and
levels
of
accountability
changed
over
the
years.
This
was
not
unique
to
California,
nor
was
the
way
that
the
state
department
of
education
helped
weigh
the
standards.
In
fact,
in
many

states,
standards
blueprints
are
readily
available
online
to
educators.
These
blueprints
display
the
standards,
tell
you
what
percentage
of
the
state
test
is
made
up
of
each
standard,
and
give
you
the
number
of
questions
on

the
test
related
to
that
standard.
As
you
sort
through
these
blueprints,
within
moments
you
can
see
that
standard
1.5
makes
up
3
percent
of
the
test
and
has
only
one
question,
while
standard
2.7
makes

up
27
percent
of
the
test
and
has
9
questions.
If
this
is
the
case,
there
is
absolutely
nothing
wrong
with
schools
making
a
list
that
shows
the
standards,
weighted
from
highest
to
lowest.
I
know

what
you’re
thinking
right
now:
“But
that’s
just
teaching
to
the
test.”
No,
it’s
not;
it’s
teaching
to
the
standards!
Some
standards
have
been
deemed
more
important
than
others
at
any
given
grade
level.
Giving
more

attention
to
some
standards
that
are
more
significant
mirrors
the
way
we
live
our
own
lives.
Think
about
this
for
a
moment.
In
life,
there
are
some
values
that
we
hold
as
more
important
than

others.
For
me,
it’s
more
important
that
my
six-year-old
knows
how
to
cross
the
street
safely
than
it
is
for
her
to
bathe
every
night.
Don’t
get
me
wrong;
I’m
not
a
fan
of
dirty
kids,

but
there’s
no
comparing
the
safety
of
my
daughter
with
that
of
her
personal
cleanliness.
Furthermore,
holding
the
value
of
her
personal
safety
is
paramount,
as
it
is
a
building
block
to
similar
values
that
she

will
find
important
in
the
future.
Why
is
it
that
some
standards
are
given
the
greatest
attention
at
one
level
and
little
attention
at
another?
It’s
because
they
have
been
chosen
as
foundational
standards
that
must

be
mastered
in
an
effort
to
breed
success
at
the
next
level.
If
state
standards
are
reflected
on
high
stakes
state
assessments
and
some
of
those
standards
are
deemed
to
have
more
value
than
others
at

a
particular
grade
level,
there
is
nothing
wrong
with
gearing
your
instruction
to
those
very
standards.
TWO
ACTIVITIES
TO
GET
STARTED
Before
you
begin
the
process
of
creating
your
exceptional
system
in
standards
alignment,

I
would
suggest
you
introduce
the
four-step
process
that
I’ve
shared
in
this
chapter
by
participating
in
a
couple
of
practical
activities.
These
activities
are
known
as
everyday
life
standards
and
speed
mapping.
Directions
for

Everyday
Life
Standards:
Make
a
list
of
activities
that
we
as
humans
participate
in
on
a
daily
basis.
From
driving
a
car,
to
feeding
our
kids,
to
changing
the
diaper
of
a
baby,
list
these
ideas

individually
on
a
template
that
includes
this
everyday
life
standard.
Include
a
heading
for
skills,
assessments,
instructional
methods,
and
resources
on
the
template
as
well
(see
below).
During
a
staff
meeting,
give
individual
teams
a
different

life
standard
and
ask
them
to
creatively
map
it
out
within
five
minutes
in
a
way
that
would
help
someone
teach
the
concept
to
another
person.
When
they
are
done,
have
them
share
as
a
team.

The
purpose
of
this
activity
is
to
ease
any
anxiety
that
educators
might
feel
about
going
forward
in
this
process
by
showing
them
how
we
naturally
go
about
aligning
standards
in
the
first
place.
In
life,

we
know
when
our
kids
are
hungry
and
what
to
do.
We’ve
created
strategies
and
sought
resources
for
how
to
change
diapers
without
even
thinking
about
it.
After
much
practice,
aligning
academic
standards
can
be
viewed

the
same
way.
Directions
for
Speed
Mapping:
Select
a
state
standard
from
any
subject.
Make
sure
that
the
standard
has
at
least
four
sub-standards.
Divide
your
staff
into
four
teams.
Assign
a
different
step

for
each
team
to
work
on.
One
team
will
focus
on
skills,
another
on
assessments,
the
next
on
instructional
methods,
and
the
last
on
resources.
Make
sure
that
each
team
focuses
on
only
its
part.
Give

each
team
a
blank
template
with
one
of
the
sub-standards
written
on
it
(see
below).
For
instance,
team
one
will
have
sub-standard
3.1,
team
two
will
have
3.2,
and
so
on.
When
you
tell
them
to

start,
they
will
have
90
seconds
to
brainstorm
and
make
a
list
of
suggestions
on
their
template.
At
the
end
of
90
seconds,
have
them
rotate
to
the
next
team
and
focus
on
the
next
sub-standard.

When
you
have
completed
four
rotations,
have
each
team
share
its
road
map.
The
lesson
here
is
to
show
what
was
completed
by
staff
members
from
a
variety
of
grade
levels
in
a
matter
of
six

minutes.
What
could
they
accomplish
with
their
own
grade
level
in
60
minutes
if
they
divided
and
conquered?
What
would
they
be
able
to
do
in
six
weeks,
or
six
months
together?
The
system

discussed
in
this
chapter,
as
well
as
the
activities
offered,
should
encourage
a
higher
level
of
collaboration
among
team
members.
Aligning
standards
is
tough
work
when
done
alone.
When
it
is
achieved
together,
however,
we
are

far
more
likely
to
be
encouraged
by
the
results
that
we
find
along
the
way.
And
because
aligning
standards
is
not
something
that
you’ve
done
and
instead
something
that
you
do
,
it
must
be
a

lasting
commitment
that
we
make
year
in
and
year
out
as
a
staff.

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