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COMMON COREPRIORITIES
Back to School2013 - 2014
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BACK TO SCHOOL PRIORITIES
• Teachers
• Principals, Librarians, Building Support
• District Support
• Parents & Communities
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Teachers: Three Things to Know
• Know Your Reading Band (Lexiles)• Know The Standards (Your Grade) Progression
& Complexity (Standard 1)• Know the Math Fluency Target
KNOW YOUR STUDENT
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TEXT GAP
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CCR Lexile® Text MeasuresGrade Historical Text
MeasuresCCR 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 1390LSource: www.lexile.com. MetaMetrics
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CCR Lexile® Text MeasuresGrade Historical Text
MeasuresCCR 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 1390LSource: www.lexile.com. MetaMetrics
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CCR Lexile® Text MeasuresGrade Historical Text
MeasuresCCR 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 1390LSource: www.lexile.com. MetaMetrics
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Deconstructed Common Core Standard
www.CommonCoreInstitute.org
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FLUENCY
Required FluencyK Add/subtract within 5 1 Add/subtract within 10 2 Add/subtract within 20
Add/subtract within 100 (pencil and paper) 3 Multiply/divide within 100
Add/subtract within 1,000 4 Add/subtract within 1,000,000 5 Multidigit multiplication 6 Multidigit division
Multidigit decimal operations 7 Solve px + q = r, p(x + q) = r
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DO NOW
• ASSESS for PLACEMENT– Vocabulary Fluency– Text Comprehension– Text Complexity & Interaction– Math Fluency (Computation)– Math Fluency (Cognition)
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HOW
FollettShelfClassroomConnections
Meaning of Vocabulary5+ Miss = Too Hard
Complex Prompts
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Deconstructed Common Core Standard
www.CommonCoreInstitute.org
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Deconstructed Common Core Standard
www.CommonCoreInstitute.org
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Webb’s DOK Guide www.CommonCoreInstitute.org
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Webb’s DOK Guide www.CommonCoreInstitute.org
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HOW
FollettShelf ClassroomConnections
Writers sometimes use a “quote”. What does the word “quote” mean? How is a “quote” used?How is a “quote” different from a “detail”?
In Lips visited the area for the first time.
On her first visit, there were many frogs. On her return visit, the forest was quiet. What might I infer from these two statements?
What specific detail supports the idea that there were many frogs in 1992? What one word is most important to support the idea?
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Deconstructed Standards: Search
• Focus on Fluency Standards• Assess Fluency from Last Year
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SBAC EXAMPLE
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HOW
FollettShelfClassroomConnections
What kind of mathquestion could youask in this text?
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Math = Real World
Get into the REAL WORLDEarly!
Visit Often!
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DO NOW
• ASSESS for PLACEMENT– Vocabulary Fluency– Text Comprehension– Text Complexity & Interaction– Math Fluency (Computation)– Math Fluency (Cognition)
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Teachers: Three Things to Know
• Know Your Reading Band (Lexiles)– Scholastic Reading Inventory– NWEA
• Know The Standards (Your Grade) Progression & Complexity (Standard 1)– BEGIN with the END in MIND (look back)
• Know the Math Fluency Target– Beyond Computation
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KNOW YOUR STUDENT
• Teacher: Interest is in the REAL WORLD
• Media Center: Focus on the Intersection of Real World and STRETCH
Low Medium High
• Support Complexity: Suggest Titles to Support Curriculum
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www.aboutfollettebooks.com/follettshelf.cfm
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Student Choice!
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Lexile Filter
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Reading Level Filter
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The Real World… Is in the Real World
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PLANNING FOR SYNTHESIS
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Suggest Titles
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BUILDING SUPPORT
• Establish Vision– By the end of this year, each student shall..– Consider elements of COMPLEXITY, REAL-
WORLD, INVESTIGATION, APPLICATION– Include a measure– Give PERMISSION and TIME– The AGENDA for the next 9 weeks
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ELA: DOK 3
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Math: DOK 2
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PARCC Example, Grade 3 (3.NF.1)
Teacher: Creates
Media Specialist:Recommends Content, Shares
Leaders:Put it on the agenda
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PRIORITY:
Write DAILY
In Math!
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How might you discuss…
What discussion starters might I use?
What writing prompt might I give?
Where do I find good examples?
- Everyday Math- GO! math
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DOK GUIDE: HESS
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Vision Skills+ + Incentives + Resources + Action Plan = SustainableChange
Skills + Incentives + Resources + Action Plan = Confusion
Vision + Incentives + Resources + Action Plan = Anxiety
Vision Skills+ + Resources + Action Plan = Resistance
Vision Skills+ + Incentives + Action Plan = Frustration
Vision Skills+ + Incentives + Resources = Treadmill
Curriculum Mapping Implementation
Key Questions:Resources -- "Do we have tools, time, and training to map effectively?"Action Plan -- "Over the next three years, do we have attainabletimelines and goals? Who will be the responsible parties forimplementations, monitoring, and feedback?"
Vision -- "Why are we doing this?"Skills -- "How do we build effective maps?"Incentives -- "How will mapping improveteaching and learning?"
Conditions for Successful Implementation
Plan
Plan
Plan
Plan
Plan
Vision: The “Why are we doing this?” to combat confusion.Skills: The skill sets needed to combat anxiety.Incentives: Reasons, perks, advantages to combat resistanceResources: Tools and time needed to combat frustration.
Plan: Provides the direction to eliminate the treadmill effect.
Knoster, T., Villa, R., & Thousand, J. (2000)
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LEADERSHIP SUPPORT
• Put your vision and priorities on the agenda
• Use every opportunity to discuss authentic instruction, lessons, challenges
• Identify Skill Needs– Finding Content (Low-Med-High, Assess)– Pairing Content (Huckelberry, Mississippi)– Leading Discussion / Independence– Managing Classrooms / New Activities
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A Culture of Using Data Daily
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TOOLS: DISTRICT SUPPORT!
TOOLS
My Reading Paths
Notice & Note
DOK Guide
Deconstructed Standards
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HAVE YOU AssessedRefined
Re-organizedShared
MANAGED
YOUR LIBRARY COLLECTION?
Follett District Manager
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More Resources!
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CREATING CRITICAL READERS CONFERENCE
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Toffler (1979), The definition of "illiterate"
The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.
Parents & Community
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CSI: My House
• What is your child interested in?
• Read to them
• Discuss with them
• Encourage them
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A Vocabulary Rich Environment!
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• 4 to 5 Pages Weekly
• Authentic Audience
• Use of Technology
• Use of Thesaurus
What is holding us back?
IMAGINE THE IMPACT
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PRIORITY
LEADERSHIPDEVELOPMENT
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The Building Leadership Team
•Classroom Observation (Evaluation)•Coaching for Change•Community / Parent Communication•Instructional Leadership
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• MEASURE EARLY & OFTEN• MAP to Real COMPLEXITY• EMBED INQUIRY – TIME, FOCUS, DEPTH• SYNTHESIS through WRITING & SPEECH• LEADERSHIP DEVELOPMENT
MOVE ALL KIDS!
SUMMARY
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COREpedia.org
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MY GIFT: ONE GRADE LEVEL
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LET US HELP!
YOU WILL GET Information Request:
GRANT INFOResearch
White Paper
RETURN IT! LET US HELP YOU!
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