9. 9
The goal of the
Common Core State
Standards is
college and career
readiness.
10. 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?
13. 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. 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.
17. 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. 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. 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)
22. 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
36. 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. 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
68. 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. 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
76. 76
The Building Leadership Team
• Classroom Observation (Evaluation)
• Coaching for Change
• Community / Parent Communication
• Instructional Leadership
77. 77
• MEASURE EARLY & OFTEN
• MAP to Real COMPLEXITY
• EMBED INQUIRY – TIME, FOCUS, DEPTH
• SYNTHESIS through WRITING & SPEECH
• LEADERSHIP DEVELOPMENT
MOVE ALL KIDS!
SUMMARY
