Sandra Alberti was a keynote speaker on Common Core State Standards at New Teacher Center's 16th National Symposium on Teacher Induction. The title of her talk is "Am I Doing the Core?"
This document outlines a professional development plan for a 2nd grade teacher. It discusses the teacher's background and observations of classroom lessons. It then provides pre and post conference questions. The document also discusses the district's aims and characteristics of high performing schools. It outlines what professional development activities the district is providing including training materials, self-assessment tools, and curriculum alignment tools. Finally, it presents an individual professional development plan and self-evaluation for the teacher focusing on a 2nd grade science curriculum.
This document discusses aligning assessments with student learning through a three step process. Step 1 involves analyzing a school's culture of data use and building assessment literacy. Step 2 examines an assessment program's purpose, utilization, alignment and accountability. Beliefs about assessing learning are also reflected upon. Step 3 looks at improvement plans and actions to ensure they reflect a shared assessment vision and prioritize addressing gaps. Ongoing dialogue questions are provided to sustain progress in using data to support student growth.
This document discusses developing a driver diagram to improve new teacher retention and efficacy. It begins by outlining the improvement journey process and then provides an example driver diagram focused on increasing new teacher efficacy and retention. The driver diagram shows the aim, primary drivers, secondary drivers, and some potential changes. It emphasizes that the driver diagram represents the theory of how to change the system and should be tested and iterated based on learning.
This document summarizes three trends in student advising: 1) A holistic approach focusing on coaching students and empowering their choices. Advisers are developing distinct competencies and shifting administrative tasks to others. 2) A proactive approach using predictive analytics and early alerts to coordinate responses. Data must be presented sensitively. 3) A balanced approach to data use, both qualitative and quantitative, to set milestones and analyze progress toward clearly defined student success in human terms. Success requires collaboration across departments.
1) Davidson Middle School in San Rafael, California has been focusing on program improvement for the past 5 years through data analysis, intervention programs, and strategic planning.
2) The school is committed to supporting all students and implementing best practices such as increasing instruction time, collaboration among teachers, and establishing clear behavioral expectations.
3) Moving forward, the school will re-examine its homework policies and establish school-wide standards to better serve students and prepare them for high school requirements.
Brandon W. Johnson is seeking a full-time position that utilizes his over three years of experience performing statistical analyses, financial reporting, and managerial decision making. He has a Master of Business Administration in Business Analytics and a Bachelor of Science in Economics and Finance from Southern Illinois University Edwardsville, where he graduated summa cum laude. His professional experience includes business analysis for a property management firm, graduate research assistance for an economics and finance department, and instructing undergraduate statistics courses.
The document provides an overview of the SD Math Partnership Project, which aims to improve elementary mathematics instruction and student achievement across South Dakota. The project involves training Mathematics Specialists, Teacher Leaders, and principals through a series of professional development opportunities. It then trains teachers statewide using the teacher leaders. The goals are to build math expertise and leadership while increasing conceptual understanding and academic achievement in math.
This document discusses using systems thinking approaches to understand and improve outcomes. It provides an example of using systems analysis to address high asthma readmission rates among Medicaid youth. The example shows mapping the current process and identifying two key causes - environmental triggers and inconsistent medication use. It then discusses digging deeper to understand the root causes through tools like fishbone diagrams. The document emphasizes that defining the problem by understanding the full system is crucial before developing solutions and that improvement requires seeing how all the pieces work together as a whole.
This document outlines a professional development plan for a 2nd grade teacher. It discusses the teacher's background and observations of classroom lessons. It then provides pre and post conference questions. The document also discusses the district's aims and characteristics of high performing schools. It outlines what professional development activities the district is providing including training materials, self-assessment tools, and curriculum alignment tools. Finally, it presents an individual professional development plan and self-evaluation for the teacher focusing on a 2nd grade science curriculum.
This document discusses aligning assessments with student learning through a three step process. Step 1 involves analyzing a school's culture of data use and building assessment literacy. Step 2 examines an assessment program's purpose, utilization, alignment and accountability. Beliefs about assessing learning are also reflected upon. Step 3 looks at improvement plans and actions to ensure they reflect a shared assessment vision and prioritize addressing gaps. Ongoing dialogue questions are provided to sustain progress in using data to support student growth.
This document discusses developing a driver diagram to improve new teacher retention and efficacy. It begins by outlining the improvement journey process and then provides an example driver diagram focused on increasing new teacher efficacy and retention. The driver diagram shows the aim, primary drivers, secondary drivers, and some potential changes. It emphasizes that the driver diagram represents the theory of how to change the system and should be tested and iterated based on learning.
This document summarizes three trends in student advising: 1) A holistic approach focusing on coaching students and empowering their choices. Advisers are developing distinct competencies and shifting administrative tasks to others. 2) A proactive approach using predictive analytics and early alerts to coordinate responses. Data must be presented sensitively. 3) A balanced approach to data use, both qualitative and quantitative, to set milestones and analyze progress toward clearly defined student success in human terms. Success requires collaboration across departments.
1) Davidson Middle School in San Rafael, California has been focusing on program improvement for the past 5 years through data analysis, intervention programs, and strategic planning.
2) The school is committed to supporting all students and implementing best practices such as increasing instruction time, collaboration among teachers, and establishing clear behavioral expectations.
3) Moving forward, the school will re-examine its homework policies and establish school-wide standards to better serve students and prepare them for high school requirements.
Brandon W. Johnson is seeking a full-time position that utilizes his over three years of experience performing statistical analyses, financial reporting, and managerial decision making. He has a Master of Business Administration in Business Analytics and a Bachelor of Science in Economics and Finance from Southern Illinois University Edwardsville, where he graduated summa cum laude. His professional experience includes business analysis for a property management firm, graduate research assistance for an economics and finance department, and instructing undergraduate statistics courses.
The document provides an overview of the SD Math Partnership Project, which aims to improve elementary mathematics instruction and student achievement across South Dakota. The project involves training Mathematics Specialists, Teacher Leaders, and principals through a series of professional development opportunities. It then trains teachers statewide using the teacher leaders. The goals are to build math expertise and leadership while increasing conceptual understanding and academic achievement in math.
This document discusses using systems thinking approaches to understand and improve outcomes. It provides an example of using systems analysis to address high asthma readmission rates among Medicaid youth. The example shows mapping the current process and identifying two key causes - environmental triggers and inconsistent medication use. It then discusses digging deeper to understand the root causes through tools like fishbone diagrams. The document emphasizes that defining the problem by understanding the full system is crucial before developing solutions and that improvement requires seeing how all the pieces work together as a whole.
This document outlines a continuum of STEM integration from foundational to highly integrated. It begins with standalone subjects taught through direct instruction and progresses to open-ended, problem-based and discovery learning that synthesizes multiple STEM domains. The highest level involves innovation through theorizing and critiquing integrated STEM applications to real-world problems. Examples are provided of a catapult challenge that integrates science, technology, engineering and math concepts through an iterative design process.
Bryk 2014 Developing a Driver Diagram for a NIClearningemerg
This document discusses driver diagrams as a tool for communicating a theory of practice improvement. It begins by explaining that a driver diagram shows the working theory of the most highly leveraged changes needed to achieve desired outcomes. It then contrasts two typical approaches - incoherent activity and setting goals without methods - to improvement.
The bulk of the document provides guidance on developing effective driver diagrams. It explains that driver diagrams have an aim, primary drivers that directly influence the aim, and secondary drivers that influence the primary drivers. Examples are given and tips provided for crafting the different elements of the diagram. The document concludes by discussing how and when driver diagrams should be developed and refined, emphasizing testing and iteration.
This document is a resume for David Lissauer, an elementary education teacher seeking new opportunities in marketing, recruiting, or consumer services. He has over 15 years of experience as an elementary teacher with a record of improving student achievement, securing grants, and integrating technology. References and testimonials praise his collaboration, relationship building, and creative problem-solving skills.
The document introduces Pennsylvania's Standards Aligned System (SAS). It discusses how SAS was developed by educators across Pennsylvania to include Big Ideas, Concepts, and Competencies in core subjects. It explains the purpose of SAS is to support curriculum, instruction, assessment, and professional development using these common elements. It provides examples of Big Ideas in math and describes how Concepts and Competencies are defined in the SAS framework. Finally, it discusses how SAS is organized online and how it can connect to school district curriculum.
Central Office Teacher and Principal Evaluation PresentationDr. Marci Shepard
Implementing the new teacher and principal evaluation system requires all hands on deck. It carries implications for all departments at the central office. This presentation informs central office staff of new changes in evaluation systems and facilitates considering implications for each department as well as discovering how success requires department interdependence and teamwork.
This presentation provides information from an interactive informational session given at the Oakland Literacy Coalition in 2015. The presentation was led by Nada Djordjevich, Paul Gibson and Julie Johnson of Gibson and Associates. The interactive workshop was designed to help non-profits and school-based services understand how to use program evaluation to improve their programs, inform funders and create accountability. The event was designed for an audience somewhat familiar with program evaluation and uses tools designed in multiple contexts, including municipal funding, public health, education, nonprofit arts, childcare and environmental agencies. The event was well-received with several agencies using the tools with their own agencies in follow-up meetings.
This document is a resume for David Lissauer summarizing his professional experience and qualifications. He is an elementary education teacher seeking marketing, recruiting, or consumer service roles. He has over 15 years of experience in education with a demonstrated ability to improve student performance, implement new technologies, and collaborate effectively.
Brad Lenser has over 20 years of experience in education including as a teacher, assessment editor, curriculum developer, and page layout technician. He is skilled in writing test items, developing curriculum, and designing technology-enhanced assessments. Currently he is looking for opportunities to develop educational software and interactive learning tools for students.
This document provides a summary of Kevin Paul Dennis's qualifications, educational background, and professional experience. It outlines his skills in areas such as training and development, technology management, customer service, and financial management. It also details his educational degrees from Northern Illinois University and professional experience as a middle school teacher, manager/supervisor for the Rockford Park District Police Department and Domino's Pizza, and an accounts receivable clerk and member of the US Army.
April 2017.
The MyWays project draws on research across the broad “student success” landscape to provide a composite framework applicable to all students regardless of academic aptitude or socioeconomic circumstance, including those students who must overcome the extraordinary challenges of intergenerational poverty and racial discrimination. The Success Framework lies at the center of the MyWays project.
NWEA Measures of Academic Progress (MAP) tests students in grades 3-10 at Shanghai American School in mathematics, reading, and language usage. MAP is administered in the fall and spring and provides RIT scores, which allow for measuring academic growth over time on an equal interval scale. The school, teachers, and parents can use MAP data to identify strengths and weaknesses, evaluate programs, guide classroom instruction, and celebrate student growth.
The principal discussed the goals in the School Improvement Plan (SIP) which were created using guidelines from various organizations and prioritize reading and math improvement. Progress is measured using a variety of assessments, especially the Smarter Balanced Assessment which is weighted heavily.
The SIP is aligned with the mission and vision of the school and progress is tracked using data from assessments and student cohorts. If improving a school, the principal would focus on understanding the school's culture and building relationships, being flexible, prioritizing instructional leadership and academic progress while ensuring safety.
One group not currently involved in the SIP is parents who do not work at the school, but surveys have been implemented and follow through is needed to incorporate their perspectives
The principal discussed the goals in the School Improvement Plan (SIP) which were created using guidelines from various organizations and prioritize reading and math improvement. Progress is measured using a variety of assessments, especially the Smarter Balanced Assessment which is weighted heavily. The SIP is aligned with the mission and vision of the school and progress is tracked using data from assessments and student cohorts. When improving a school, the principal focuses on understanding the school's culture and building relationships with staff and students. Input from district supervisors helps determine priorities, which should include academic progress as the core function of schools, as well as student safety. The principal wants to better incorporate parents not involved in the school/district and is working with the PTA and
The document describes a 10-part walkthrough form and process used by Elgin ISD to evaluate classroom instruction. The form includes sections to assess the learning objective, instructional activities, delivery methods, questioning techniques, differentiation strategies, vocabulary instruction, student engagement, technology integration, classroom environment, and areas for reinforcement or refinement. Administrators can use the form to provide feedback to teachers and compare internal classroom observations to aggregate data from external walkthroughs. The document provides logistical information on assigning teachers to evaluation frameworks and selecting the walkthrough form in the Appraise platform.
The document outlines the agenda and objectives for a district leadership team meeting taking place on August 17-18, 2011. The meeting will focus on developing a collaborative culture, deepening understanding of continuous improvement processes, drafting SMART goals, and engaging in shared learning. Key objectives include reviewing the purposes and functions of the district and building leadership teams, extending work on the school improvement plan and professional development plans, and discussing revisions to the teacher compensation system. Meeting logistics and protocols are also provided.
Our new way of telling the story of what we do and how we do it. This presentation also unveils our updated framework: The Strategic System for Strong Schools, formerly known as School System 20/20.
This document provides an overview of an advisory program presentation focused on designing and implementing an effective advisory program. The presentation covers the benefits of advisory programs, defining college and career readiness, goals and benchmarks for a successful advisory, designing personalized learning in advisory, and lessons learned. It includes slides on operationalizing college and career readiness, sample advisory activities and structures, using feedback to guide advisory, and resources for further information. The overall presentation aims to provide school leaders with strategies and considerations for developing an advisory program focused on preparing students for college and careers.
This document introduces the Washington State K-12 Reading Model, which provides a framework to improve reading instruction and increase student achievement in reading. The model is based on five critical elements: Standards, Assessments, Instruction and Intervention, Leadership, and System-wide Commitment. It aims to help all students achieve proficiency in reading based on state standards. The document explains that a systemic approach focusing on these five interrelated elements is more effective than any single reading program. It also outlines the model's focus on grades K-12 and developing students' reading skills to achieve standard.
The document discusses the Standards in Practice Instructional Gap Analysis Strategy, which is a process used to identify and close gaps between what students are learning and what they need to learn to be proficient based on standards. It involves teacher teams analyzing student work and assignments using a 6-step model to ensure rigorous academic work for all students. The goal is to have discussions around improving instructional methods so that assignments fully address standards and better support student learning.
The document discusses the Standards in Practice Instructional Gap Analysis Strategy, which is a process used to identify and close gaps between what students are learning and what they need to learn to be proficient based on standards. It involves teacher teams analyzing student work and assignments using a 6-step model to ensure rigorous academic work for all students. The goal is to have discussions around improving instructional methods so that assignments fully address standards and better support student learning.
The document summarizes Virginia's Demonstration Project (VDP) which connects STEM professionals to educational communities. It discusses challenges in STEM education in the US and outlines the VDP model which includes collaborative partnerships, STEM involvement in classrooms, inclusive programs, and evaluation metrics. The VDP provides STEM-focused lesson modules and professional development for teachers through strategies like co-teaching. It has led to increased student career awareness and interest in STEM fields. The VDP aims to develop a sustainable national model through long-term professional growth programs for teachers.
This document outlines a continuum of STEM integration from foundational to highly integrated. It begins with standalone subjects taught through direct instruction and progresses to open-ended, problem-based and discovery learning that synthesizes multiple STEM domains. The highest level involves innovation through theorizing and critiquing integrated STEM applications to real-world problems. Examples are provided of a catapult challenge that integrates science, technology, engineering and math concepts through an iterative design process.
Bryk 2014 Developing a Driver Diagram for a NIClearningemerg
This document discusses driver diagrams as a tool for communicating a theory of practice improvement. It begins by explaining that a driver diagram shows the working theory of the most highly leveraged changes needed to achieve desired outcomes. It then contrasts two typical approaches - incoherent activity and setting goals without methods - to improvement.
The bulk of the document provides guidance on developing effective driver diagrams. It explains that driver diagrams have an aim, primary drivers that directly influence the aim, and secondary drivers that influence the primary drivers. Examples are given and tips provided for crafting the different elements of the diagram. The document concludes by discussing how and when driver diagrams should be developed and refined, emphasizing testing and iteration.
This document is a resume for David Lissauer, an elementary education teacher seeking new opportunities in marketing, recruiting, or consumer services. He has over 15 years of experience as an elementary teacher with a record of improving student achievement, securing grants, and integrating technology. References and testimonials praise his collaboration, relationship building, and creative problem-solving skills.
The document introduces Pennsylvania's Standards Aligned System (SAS). It discusses how SAS was developed by educators across Pennsylvania to include Big Ideas, Concepts, and Competencies in core subjects. It explains the purpose of SAS is to support curriculum, instruction, assessment, and professional development using these common elements. It provides examples of Big Ideas in math and describes how Concepts and Competencies are defined in the SAS framework. Finally, it discusses how SAS is organized online and how it can connect to school district curriculum.
Central Office Teacher and Principal Evaluation PresentationDr. Marci Shepard
Implementing the new teacher and principal evaluation system requires all hands on deck. It carries implications for all departments at the central office. This presentation informs central office staff of new changes in evaluation systems and facilitates considering implications for each department as well as discovering how success requires department interdependence and teamwork.
This presentation provides information from an interactive informational session given at the Oakland Literacy Coalition in 2015. The presentation was led by Nada Djordjevich, Paul Gibson and Julie Johnson of Gibson and Associates. The interactive workshop was designed to help non-profits and school-based services understand how to use program evaluation to improve their programs, inform funders and create accountability. The event was designed for an audience somewhat familiar with program evaluation and uses tools designed in multiple contexts, including municipal funding, public health, education, nonprofit arts, childcare and environmental agencies. The event was well-received with several agencies using the tools with their own agencies in follow-up meetings.
This document is a resume for David Lissauer summarizing his professional experience and qualifications. He is an elementary education teacher seeking marketing, recruiting, or consumer service roles. He has over 15 years of experience in education with a demonstrated ability to improve student performance, implement new technologies, and collaborate effectively.
Brad Lenser has over 20 years of experience in education including as a teacher, assessment editor, curriculum developer, and page layout technician. He is skilled in writing test items, developing curriculum, and designing technology-enhanced assessments. Currently he is looking for opportunities to develop educational software and interactive learning tools for students.
This document provides a summary of Kevin Paul Dennis's qualifications, educational background, and professional experience. It outlines his skills in areas such as training and development, technology management, customer service, and financial management. It also details his educational degrees from Northern Illinois University and professional experience as a middle school teacher, manager/supervisor for the Rockford Park District Police Department and Domino's Pizza, and an accounts receivable clerk and member of the US Army.
April 2017.
The MyWays project draws on research across the broad “student success” landscape to provide a composite framework applicable to all students regardless of academic aptitude or socioeconomic circumstance, including those students who must overcome the extraordinary challenges of intergenerational poverty and racial discrimination. The Success Framework lies at the center of the MyWays project.
NWEA Measures of Academic Progress (MAP) tests students in grades 3-10 at Shanghai American School in mathematics, reading, and language usage. MAP is administered in the fall and spring and provides RIT scores, which allow for measuring academic growth over time on an equal interval scale. The school, teachers, and parents can use MAP data to identify strengths and weaknesses, evaluate programs, guide classroom instruction, and celebrate student growth.
The principal discussed the goals in the School Improvement Plan (SIP) which were created using guidelines from various organizations and prioritize reading and math improvement. Progress is measured using a variety of assessments, especially the Smarter Balanced Assessment which is weighted heavily.
The SIP is aligned with the mission and vision of the school and progress is tracked using data from assessments and student cohorts. If improving a school, the principal would focus on understanding the school's culture and building relationships, being flexible, prioritizing instructional leadership and academic progress while ensuring safety.
One group not currently involved in the SIP is parents who do not work at the school, but surveys have been implemented and follow through is needed to incorporate their perspectives
The principal discussed the goals in the School Improvement Plan (SIP) which were created using guidelines from various organizations and prioritize reading and math improvement. Progress is measured using a variety of assessments, especially the Smarter Balanced Assessment which is weighted heavily. The SIP is aligned with the mission and vision of the school and progress is tracked using data from assessments and student cohorts. When improving a school, the principal focuses on understanding the school's culture and building relationships with staff and students. Input from district supervisors helps determine priorities, which should include academic progress as the core function of schools, as well as student safety. The principal wants to better incorporate parents not involved in the school/district and is working with the PTA and
The document describes a 10-part walkthrough form and process used by Elgin ISD to evaluate classroom instruction. The form includes sections to assess the learning objective, instructional activities, delivery methods, questioning techniques, differentiation strategies, vocabulary instruction, student engagement, technology integration, classroom environment, and areas for reinforcement or refinement. Administrators can use the form to provide feedback to teachers and compare internal classroom observations to aggregate data from external walkthroughs. The document provides logistical information on assigning teachers to evaluation frameworks and selecting the walkthrough form in the Appraise platform.
The document outlines the agenda and objectives for a district leadership team meeting taking place on August 17-18, 2011. The meeting will focus on developing a collaborative culture, deepening understanding of continuous improvement processes, drafting SMART goals, and engaging in shared learning. Key objectives include reviewing the purposes and functions of the district and building leadership teams, extending work on the school improvement plan and professional development plans, and discussing revisions to the teacher compensation system. Meeting logistics and protocols are also provided.
Our new way of telling the story of what we do and how we do it. This presentation also unveils our updated framework: The Strategic System for Strong Schools, formerly known as School System 20/20.
This document provides an overview of an advisory program presentation focused on designing and implementing an effective advisory program. The presentation covers the benefits of advisory programs, defining college and career readiness, goals and benchmarks for a successful advisory, designing personalized learning in advisory, and lessons learned. It includes slides on operationalizing college and career readiness, sample advisory activities and structures, using feedback to guide advisory, and resources for further information. The overall presentation aims to provide school leaders with strategies and considerations for developing an advisory program focused on preparing students for college and careers.
This document introduces the Washington State K-12 Reading Model, which provides a framework to improve reading instruction and increase student achievement in reading. The model is based on five critical elements: Standards, Assessments, Instruction and Intervention, Leadership, and System-wide Commitment. It aims to help all students achieve proficiency in reading based on state standards. The document explains that a systemic approach focusing on these five interrelated elements is more effective than any single reading program. It also outlines the model's focus on grades K-12 and developing students' reading skills to achieve standard.
The document discusses the Standards in Practice Instructional Gap Analysis Strategy, which is a process used to identify and close gaps between what students are learning and what they need to learn to be proficient based on standards. It involves teacher teams analyzing student work and assignments using a 6-step model to ensure rigorous academic work for all students. The goal is to have discussions around improving instructional methods so that assignments fully address standards and better support student learning.
The document discusses the Standards in Practice Instructional Gap Analysis Strategy, which is a process used to identify and close gaps between what students are learning and what they need to learn to be proficient based on standards. It involves teacher teams analyzing student work and assignments using a 6-step model to ensure rigorous academic work for all students. The goal is to have discussions around improving instructional methods so that assignments fully address standards and better support student learning.
The document summarizes Virginia's Demonstration Project (VDP) which connects STEM professionals to educational communities. It discusses challenges in STEM education in the US and outlines the VDP model which includes collaborative partnerships, STEM involvement in classrooms, inclusive programs, and evaluation metrics. The VDP provides STEM-focused lesson modules and professional development for teachers through strategies like co-teaching. It has led to increased student career awareness and interest in STEM fields. The VDP aims to develop a sustainable national model through long-term professional growth programs for teachers.
1) The document discusses strategies to improve student success in developmental education courses. It notes that around half of community college students and one-fifth of four-year college students require remedial courses, and fewer than one in four students who take developmental courses complete a degree.
2) One strategy discussed is course acceleration, which uses multiple measures like noncognitive assessments and placement test scores to potentially place some students directly into college-level courses rather than developmental prerequisites. The SuccessNavigator assessment provides schools with noncognitive data to help identify students who may be misplaced and could succeed if accelerated.
3) A case study is described that found students who were accelerated based on their SuccessNavigator results in addition
The document provides an overview of the Common Core State Standards for Mathematics. It discusses that the standards were developed by state leaders and aim to ensure students are prepared for college and careers. The standards establish clear goals in mathematics and are similar across most states. Key differences from previous standards include a greater focus on real-world problems and applying mathematical concepts versus memorizing steps. Sample questions show how assessments test deeper understanding and multi-step reasoning skills. Parents are encouraged to support their children's mathematics learning.
New ways to think about framing accountability to your communityJohn Cronin
This presentation discusses accountability in education. It defines accountability as a dialogue between stakeholders and school leaders to understand goals and discuss performance. The presentation notes that accountability is not just about meeting targets, and emphasizes transparency in performance. It discusses using data to improve rather than punish schools. Examples from community accountability reports are reviewed, noting opportunities to focus more on informing stakeholders and addressing equity issues.
The presentation discusses new approaches to framing accountability to communities. It proposes that accountability involves a dialogue between stakeholders and school leaders about goals and performance. The presentation emphasizes transparency about both successes and failures, and communicating strategies for improvement. It observes that some accountability reports focus too much on scoring schools rather than informing stakeholders. The presentation suggests accountability reports could better address equity issues, inclusion of leading indicators, and evidence that poor results lead to changes.
School Leaders and the Common Core: Preparing Students for College & Career R...NASSP
The document discusses a webinar series to help school leaders prepare for the Common Core State Standards. It notes that the CCSS will significantly change curricula, assessments, school culture and professional development. School principals must play a key role in effective implementation. The webinars will provide knowledge on how the CCSS will impact schools and the steps needed to transition to the new standards.
This document discusses using data to improve schools and student outcomes. It provides:
1) Nine characteristics of high-performing schools that focus on clear goals, high expectations, leadership, collaboration, aligned curriculum and frequent monitoring.
2) An eight-step process called "Data Wise" for using data to identify problems, examine instruction, develop plans and assess progress.
3) The importance of considering multiple data sources, such as demographics, perceptions, programs and student learning to understand different student experiences.
Wsu District Capacity Of Well Crafted District Wide System Of SupportWSU Cougars
The document discusses the importance of leadership and data in building an effective district-wide system of support for student and staff success. It provides several key components of an effective district system including leadership focused on instructional improvement, aligning policies to support improvement goals, providing teacher learning resources, and using data to drive decisions. The "Data Wise" process of using data to improve teaching and learning is described. Districts should set up data systems, create incentives, support new skills, and find time to model data-driven work. High-performing schools frequently monitor learning, have high standards, collaborate, align curriculum and assessments, and involve families and communities. Multiple measures should be used to understand student performance.
This document provides guidance for school improvement planning in the Clark County School District in Nevada. It outlines the district's vision of ensuring all students are "ready by exit" from high school to enter college or a career without needing remediation. It also describes key elements that guide the district's school improvement efforts, including the Nevada Growth Model for measuring student achievement and the adoption of Common Core State Standards. The document serves as a manual for schools to develop improvement plans aligned with the district's goals of increased student success.
John SanGiovanni - Transitioning and Implementing the Common Core State Stand...DreamBox Learning
Transitioning to the Common Core Standards requires teachers to use new methods that emphasize a conceptual understanding of Math. In this month’s Blended Learning webinar, presenter John SanGiovanni discussed best practices for implementing these methods. John shared a case study from Howard County Schools where administrators created an implementation plan that included a feedback and support system, as well as a portal of online tools for educators and administrators. Watch the webinar to find out more.
The document discusses research conducted by the Center for Educational Effectiveness on schools that have been identified as Schools of Distinction in Washington state. The research examined staff perceptions at repeat winner schools compared to other schools on nine characteristics of high performing schools. The findings showed that repeat winner schools demonstrated significantly stronger perceptions across all nine characteristics, with key differences in areas like monitoring teaching and learning, quality curriculum and instruction, and collaborative practices. The research aims to identify distinguishing factors that contribute to improvement in these high performing schools.
This document provides information about an upcoming workshop on alternative charter school oversight called A-GAME. The workshop will be held on October 23, 2019 in St. Louis, Missouri as part of the 2019 NACSA Leadership Conference. It will be presented by the A-GAME co-directors and members of the National Authorizer Leadership Team. The goals of the workshop are to discuss the A-GAME project and team, provide guidance for identifying alternative education campuses, and make recommendations for alternative accountability frameworks. Activities will allow participants to provide feedback and discuss measuring school quality using available data.
The document discusses the need to reinvent teaching to help students develop new skills required for work and citizenship in today's world. It argues that incremental change is not enough and that a new approach is needed to create a system for continuously improving instruction. This requires developing new professional knowledge, school structures, and ways of working together in communities of practice to focus on improving teaching.
The document discusses the need to reinvent teaching to help students develop new skills required for work and citizenship in today's world. It argues that incremental change is not enough and that a new approach is needed to create a system for continuously improving instruction. This requires developing communities of practice where teachers collaborate to analyze problems, develop lessons together, and provide feedback to one another through observation. School leaders must model behaviors like seeking feedback and focus on improving teaching through asking thoughtful questions rather than just providing answers.
The document provides information about a presentation given at Salisbury Central School on September 24th, 2014. It discusses the evolution of educational reform over time from the 1980s to present day. It also outlines the school's mission, philosophy, and three goals for the 2013-2014 school year which include becoming a professional learning community focused on student learning, implementing new curriculum aligned to common core standards, and embedding technology in instruction. The next steps discussed are to reflect on any other changes that should be considered and what could be added, enhanced, or deleted from the school's mission and philosophy statements.
Similar to New Teacher Center's 16 National Symposium on Teacher Induction; Common Core State Standards Keynote Sandra Alberti; "Am I Doing the Core?" (20)
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
New Teacher Center's 16 National Symposium on Teacher Induction; Common Core State Standards Keynote Sandra Alberti; "Am I Doing the Core?"
1. The Common Core State
Standards: An Opportunity to
Reform a System of Support for
Students and Teachers
Sandra Alberti
Student Achievement Partners
2. Student Achievement Partners – Who We Are
• SAP is a nonprofit organization founded by three of the
contributing authors of the Common Core State Standards
• Currently a team of approximately 30; office in NY and team
members located throughout the country
• Funded by foundations: GE Foundation, Hewlett Foundation,
Bill & Melinda Gates Foundation and The Helmsley Charitable
Trust
Our mission:
Student Achievement Partners is devoted to accelerating student
achievement by supporting effective and innovative implementation
of the CCSS.
PAGE 2
3. Our Principles – How we approach the work
WE HOLD NO INTELLECTUAL PROPERTY
Our goal is to create and disseminate high quality materials as widely as
possible. All resources that we create are open source and available at no cost.
We encourage states, districts, schools, and teachers to take our resources and
make them their own.
WE DO NOT COMPETE FOR STATE, DISTRICT OR FEDERAL
CONTRACTS
Ensuring that states and districts have excellent materials for teachers and
students is a top priority. We do not compete for these contracts because we
work with our partners to develop high quality RFPs that support the Core
Standards.
WE DO NOT ACCEPT MONEY FROM PUBLISHERS
We work with states and districts to obtain the best materials for teachers and
students. We are able to independently advise our partners because we have no
financial interests with any publisher of education materials. Our independence is
essential to our work.
PAGE 3
4. Opportunities require clarification
Standards aligned vs. Standards based
Standards vs. Standardization
Standards vs. Curriculum
Not a ceiling, but a message about priority
PAGE 4
5. Results of Previous Standards, and Hard Work
Previous state standards did not improve student
achievement.
Gaps in achievement, gaps in expectations
NAEP results
High school drop out issue
College remediation issue
This is about more than just working hard!
PAGE 5
6. Why are we doing this? We have had standards.
Before Common Core State Standards we had standards,
but rarely did we have standards-based instruction.
Long lists of broad, vague statements
Mysterious assessments
Coverage mentality
Focused on teacher behaviors – “the inputs”
Is it working?? for students??
PAGE 6
7. Principles of the CCSS
Fewer
-
Clearer
-
Higher(Deeper)
• Aligned to requirements for college and career readiness
• Based on evidence
• Honest about time
PAGE 7
8. Implications
What implications do the CCSS have
on what we teach?
What implications do the CCSS have
on how we teach?
This effort is about much more than implementing
the next version of the standards: It is about
preparing all students for success in college and
careers.
PAGE 8
9. ELA/Literacy: 3 shifts
1. Building knowledge through content-rich
nonfiction
2. Reading, writing, and speaking grounded in evidence
from text, both literary and informational
PAGE 9
10.
11. From a book with “Common Core” in the title!
PAGE 11
13. ELA/Literacy: 3 shifts
1. Building knowledge through content-rich
nonfiction
2. Reading, writing, and speaking grounded in evidence
from text, both literary and informational
3. Regular practice with complex text and its academic
language
PAGE 13
15. The shape of math in A+ countries
Mathematics topics intended at
each grade by at least
two-thirds of A+ countries
1 Schmidt,
Mathematics topics intended
at each grade by at least twothirds of 21 U.S. states
Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002).
PAGE 15
17. Focusing attention within Number and Operations
Expressions
and
Equations
Operations and Algebraic
Thinking
Number and Operations—
Base Ten
Algebra
The Number
System
Number and
Operations—
Fractions
K
1
2
3
4
5
6
7
8
High School
PAGE 17
18. Priorities in Mathematics
Grade
Focus Areas in Support of Rich Instruction and Expectations
of Fluency and Conceptual Understanding
K–2
Addition and subtraction - concepts, skills, and
problem solving and place value
3–5
Multiplication and division of whole numbers and
fractions – concepts, skills, and problem solving
6
7
8
Ratios and proportional reasoning; early
expressions and equations
Ratios and proportional reasoning; arithmetic of
rational numbers
Linear algebra and linear functions
PAGE 18
19.
20. Mathematics: 3 shifts
1. Focus: Focus strongly where the
standards focus.
2. Coherence: Think across grades, and link to major
topics
PAGE 20
21. Coherence: Link to major topics within grades
Example: data representation
Standard
3.MD.3
PAGE 21
22. Mathematics: 3 shifts
1. Focus: Focus strongly where the
standards focus.
2. Coherence: Think across grades, and link to major
topics
3. Rigor: In major topics, pursue conceptual
understanding, procedural skill and fluency, and
application
PAGE 22
23. Required Fluencies in K-6
Grade
Standard
Required Fluency
K
K.OA.5
Add/subtract within 5
1
1.OA.6
Add/subtract within 10
2
2.OA.2
2.NBT.5
Add/subtract within 20 (know single-digit sums from
memory)
Add/subtract within 100
3
3.OA.7
3.NBT.2
Multiply/divide within 100 (know single-digit products
from memory)
Add/subtract within 1000
4
4.NBT.4
Add/subtract within 1,000,000
5
5.NBT.5
Multi-digit multiplication
6
6.NS.2,3
Multi-digit division
Multi-digit decimal operations
PAGE 23
27. Power of the Shifts
• Know them – both the what and the why
• Internalize them
• Apply them to your decisions about
Time
Energy
Resources
Assessments
Conversations with parents, students, colleagues
• Continue to engage with them:
www.achievethecore.org
Follow us on Twitter: @achievethecore
PAGE 27
So despite a lot of effort, our past efforts to implement standards have not generally led to broad student achievement. Instead, we have lots of evidence that we are still falling short. We continue to have significant gaps in achievement among racial/ethnic groups, income levels, etc. While standards were supposed to define the minimum expectations for all students, we have actually had persistent gaps in expectations for students as we attempted to implement a set of standards which simply could not have been thoroughly taught –or learned. Despite smaller class sizes and a doubling of spending on education over the last four decades, we have had little signs of improvement on the literacy assessments of the National Assessment of Educational Progress (NAEP) commonly referred to as “our nation’s report card.” While we have had a slight increase in 4th grade results, 8th grade results have been flat, and the results we get from the 12th grade assessment show a slight dip in proficiency levels. Another piece of evidence that indicates the need for reform is the data from the ACT assessment. These 2012 results show alarming gaps between the knowledge and skills needed to earn a diploma and the knowledge and skills to actually be prepared for education and training after high school. This of course leads to incredibly high rates of remediation, costing many of our young adults a significant amount of time and money. Compounding the costs is the fact that remedial students are more likely to drop out of college without a degree. Less than 50 percent of remedial students complete their recommended remedial courses. Less than 25 percent of remedial students at community colleges earn a certificate or degree within eight years.Students in remedial reading or math have particularly dismal chances of success. A U.S. Department of Education study found that 58 percent of students who do not require remediation earn a bachelor’s degree, compared to only 17 percent of students enrolled in remedial reading and 27 percent of students enrolled in remedial math.
In this time of implementing the Common Core State Standards, it is very easy to approach this as yet another round of “standards revision.” Many of us have lived through such revision processes, multiple times. Even though we have had standards across the country since the 1990s, we have not had systemic standards based instruction. There are plenty of reasons why previous versions of standards so rarely led to standards based instruction.Typical state standards which preceded the Common Core were excessively long and broad. Even if a teacher wanted to teach all of the standards included in a typical grade, there simply are not enough school days in a year – perhaps in several years – to teach what was listed. In addition the standards themselves were often made of exceptionally broad statements. Many student learning objectives could be aligned to very broad descriptions of learning. One might think that the assessments designed to evaluate student learning of these standards would be a point of guidance to teachers working from a list of standards too long to teach. State assessments however were often built on vague blue prints that often surveyed or sampled the standards.Teachers are therefore often left with the “best worst option” of simply covering as many of the standards as possible in order to hedge their bets for what would appear on the assessments. This has created an intense pressure of time which has considered the level of student learning only after the pacing charts. For decades the long lists of standards coupled with accountability pressures have led to an unbalanced focus on what is being taught, rather than on what is being learned.
So, where do the Common Core State Standards fit in with this conversation? In order to improve education, we need to have a set of standards that are powerful, meaningful, and achievable. During the development of the Standards, the design principles were often described as fewer, clearer, and higher. Although these are relevant, and perhaps even subjective terms, it is worth understanding how these make the Common Core State Standards different in approach than typical state standards.By fewer, the design principle is that these standards can be learned within a year. There is very little repetition from year to year of the same standards. The standards are clearer in that they more precisely describe outcome expectations, rather than vague or broad descriptions of learning.The standards are higher with respect to what is meant by higher – not harder – standards. Having higher standards means that what is included in the Common Core State Standards is actually intended for all students each year; there is congruence between what is stated and what is expected. The next issue then is how to get to fewer, clearer, higher. Unlike typical standards development or revision processes in which groups of stakeholders are gathered in committees to advocate for their individual positions, preferences, pet topics, these standards relied on evidence for what students need to be prepared for college and careers. It turns out that a lot of what we spend time and energy on in school K-12, doesn’t buy students much after graduation. This of course wouldn’t be a problem if time was not such a finite resource. Because time is limited however, decisions had to be made. Rarely in education do we pay so much attention to the limited resource of time. We often, rather, keep adding and adding initiatives. It is always easy to add one more thing. These Standards will built with the awareness that each additional expectation came at the cost of time spent on what was already included. It is exceptionally important in understanding these Common Core State Standards that we acknowledge and accept the power of the eraser as well as, perhaps after, the power of the pen.
In discussing the Common Core State Standards, it is exceptionally helpful to be mindful of the “big picture” implications. These implications have been commonly referred to as “The Shifts.” You can think of these as understanding the forest from the trees. There is certainly a lot of detail not included here and yet very important to the Standards. Understanding these shifts deeply is a very powerful way to start. There are three shifts in ELA/Literacy and three in mathematics. The idea here is not just to hear these shifts, but to internalize them. Listen closely and learn so that you know these shifts and what they mean for you in your role. The first shift in ELA/Literacy is to build knowledge through content-rich nonfiction. I like to think of the two parts of this statement. First we are building knowledge from text. Students use the text as a source of knowledge. This of course means that in addition toreading stories, students are reading nonfiction. The CCSS requires that in elementary school about half of what students read should be fiction and about half of what they read should be nonfiction. In order for these texts to support the building of knowledge, students should read a coherent set of texts that actually support the building of knowledge through text. This is different from what is typically happening in classrooms now. Currently as much as 80% of what students read is fiction and when they do read nonfiction, it is often as an isolated “experience in reading nonfiction” such as in a weekly news magazine. These texts don’t build knowledge through a series of nonfiction texts. They rely on a great deal of knowledge outside of the text. In middle and high schools the standards require attention to literacy across the content areas. In order to work toward college and career readiness students need the specific literacy skills of science and social studies. This means that science teachers and social studies support student literacy as a way to enhance knowledge and skills in the content area. There are standards included in the Common Core that specifically describe these expectations. They are an important component, not a suggestion for implementation, not an appendix but an essential part. In looking at a student’s reading requirements across the school year, across all classes middle and high school students should be reading about 70% nonfiction and 30% fiction. When the content areas are on board, this means that the English class still focuses on literature with some addition of nonfiction.The second shift seems rather obvious, but incredibly it is a significant shift from current typical practice. In this second shift students work on the text as a source of evidence. This is a strong college and career-ready skill. In response to text, students are actually required to use evidence from the text. This is contrasted with typical current practice in which students are often asked to answer questions, make arguments, give opinions, construct projects in response to text while requiring no knowledge, comprehension or experience with actually reading the text. We often refer to this with the slogan of reading like a detective and writing like a reporter.
The third shift concerns what students are reading. In the research that informed the development of these standards it was found that students were required to read texts significantly more complex in both college and career training programs than that which they had read in high school. This is one of the reasons why students face such challenge in those post-secondary programs. In addition to the skills of ELA/literacy these standards also include a staircase of complexity throughout so that students complete high school ready for the challenging texts they will need to read and understand. Text complexity refers to the themes and concepts of the text as well as the vocabulary and syntax of the text. The language referred to in the shift as “academic language” includes vocabulary and sentence structure that supports students in reading complex text across the content areas. The specific vocabulary here is not the typical content-specific vocabulary, but rather to words such as dedicate, ignite, consequence as examples that support student reading.
In mathematics there are also three shifts. You could engage in an interesting discussion with the ELA/Literacy standards as to whether or not to address all three shifts at once, or where to start. For the mathematics standards there is no option. You must start with focus. Mathematics education in this nation is often described as a “mile-wide and an inch-deep.” We cover lots and lots of topics year after year. The pressure of coverage makes little time available for students to build a strong command of anything, including the understanding and skills which they will be required to build upon as they progress toward more complex mathematical concepts. The Common Core State Standards have modeled the standards of high-performing countries by focusing on a more narrow set of math concepts and skills to make room for deeper understanding. The potential for the CCSS to improve math education can only be realized if we first make room in the classroom to support student learning. Jason Zimba, one of the lead of authors of the Common Core State Standards for mathematics has said that “focus compromised is not focus.” This points to the great risk is simply going through an alignment study in preparing to implement the Standards. In order to change the outcomes for students we need to commit to narrowing the focus and simply cutting out or delaying some of the topics typically found in our math curriculum.
This slide presents a visualization of how U.S standards used to be arranged, giving equal importance to all four areas - like “shopping aisles.” Each grade goes up and down the aisles, tossing topics into the cart, losing focus. This visualization, and the curriculum which it represents, shows no priority. The CCSS domain structure communicates the changing emphases throughout the elementary years (e.g., Ratios and Proportional Relationships in grades 6 and 7).
In contrast to the prior slides visualization, this picture shows a shape. Early emphasis on operations and algebraic thinking and number and operations – base ten build to more sophisticated concepts in middle school and then to authentic algebra, rather than the all too common “experience with algebra” for all.
This chart shows the major priority areas in K-8 math. These are concepts which demand the most time, attention and energy throughout the school year. These are not topics to be checked off a list during an isolated unit of instruction, but rather these priority areas will be present throughout the school year through rich instructional experiences.
In the second shift of coherence, we take advantage of focus to actually pay attention to sense-making in math. Coherence speaks to the idea that math does not consist of a list of isolated topics. The Standards themselves, and therefore any resulting curriculum and instruction, should build on major concepts within a given school year as well as major concepts from previous school years.
Instead of bar charts being “yet another thing to cover,” detracting from focus, the standard is telling you how to “aim” bar charts back around to the major work of the grade. This is in contrast to typical practice in which it is not uncommon for instruction that focuses on data representation to miss the opportunity to reinforce work with operations by having students use calculators when they are not working on “calculation.”
The third shift is Rigor. This word can mean many different things. For purposes of describing the shifts of the standards, it does not mean “more difficult.” For example, stating that “the standards are more rigorous” does not mean that “the standards are just harder.” Here rigor is about the depth of what is expected in the standards, and also about what one should expect to see happening in the classroom, in curricular materials, and so on. The Standards do not offer a choice between focus on conceptual understanding or fluency or application. They instead require equal intensity of all three. In practical terms, it is not enough to merely know your multiplication facts in third grade, but students must also understand the concept of multiplication and what it represents and be able to apply that understanding and fluency to solving real-world or unexpected application problems.