Day 1 Why Common Core?

1. 1

2. 2

3. Conditions for Successful Implementation
Curriculum Mapping Implementation
Sustainable
Vision + Skills + Incentives + Resources + Plan
Action Plan = Change
Skills + Incentives + Resources + Plan
Action Plan = Confusion
Vision + Incentives + Resources + Plan
Action Plan = Anxiety
Vision + Skills + Resources + Plan
Action Plan = Resistance
Vision + Skills + Incentives + Plan
Action Plan = Frustration
Vision + Skills + Incentives + Resources = Treadmill
Key Questions: “Why are we doing this?” to combat confusion.
Vision: The
Vision -- "Why are we doing this?" Resources -- "Do we have tools, time, Provides the direction to
Plan: and training to map effectively?"
Skills: The skill sets needed to combat anxiety. eliminate the treadmill effect.
Skills -- "How do we build effective maps?" Action Plan -- "Over the next three years, do we have attainable
Incentives -- "How will mapping advantages to combat resistance
Incentives: Reasons, perks, improve timelines and goals? Who will be the responsible parties for
teaching and learning?" time needed to combat frustration.monitoring, and feedback?"
Resources: Tools and implementations,
Knoster, T., Villa, R., & Thousand, J. (2000)
3

4. What do the Common Core State
Standards look like?
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4

5. Common Core Big Picture
1. Aligned with college and work expectations
2. Focused and coherent
3. Includes rigorous content and application of
knowledge through higher order skills
4. Internationally benchmarked: prepares
students for global economy & society
5. Based on evidence and research
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5

6. Describe a
College &
Career
Ready
High School
Senior
6

7. Describe a
College &
Career Ready
Kindergartner
7

9. Comforta Unwilli Comfortab
ble ng le
Instruction

10. What Strategies can you provide to
move them?
BE SPECIFIC – Risk is in the
specificity!

11. Choose a priority
Create a Model Operation to include:
Vision
Priority Step
Skills
Tools

12. ACT Study – Schmeiser, 2006
Chance of later success
Unprepared Science Mathematics
in Reading 1% 15%
Prepared
in Reading 32% 67%
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13. CURRENT Workforce demands . . .
National Workforce Surpluses and Shortages
SOURCE: Light, J. (2011). Labor Shortage Persists in Some Fields. Wall Street Journal.
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©BHEF

14. FUTURE Workforce projections indicate ongoing
shortages – especially in high-growth career fields
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12
10
8
Percent
6
4
2
0
Management Education Health Care Computer Community
Specialties Services
Career Fields
Projected Annual Job Openings Career Interested and Math Proficient
SOURCE: Derived from ACT’s The Condition of College and Career Readiness, 2010
©BHEF 14

15. Nationally, employers expect
employees to use a broad set of skills
Learning Outcomes Desired by Employers
SOURCE: Hart Research Associates (2010). Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn.
15

16. Instructional practices have to change
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17. Standards for Mathematical Practice
1. Make sense of problems and persevere in solving
them
2. Reason abstractly and quantitatively
3. Construct viable arguments/critique the reasoning
of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated
reasoning
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18. ELA Instructional Shifts
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19. College & Career Reading Anchor Standards
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20. Quantitative: Rigor Increases 2-3
Grade Levels
LEXILE® LEVELS TODAY AND WITH COMMON CORE
*COMMON CORE STATE STANDARDS FOR ENGLISH, LANGUAGE ARTS, APPENDIX
A (ADDITIONAL INFORMATION), NGA AND CCSSO, 2012
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21. Preparing our students for
College & Careers
Metametrics
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22. Kindergarten essential vocabulary
ELA Math
• Stanza • Attribute
• Preference • Decompose
• Punctuation • Decomposition
• Collaborate • Composition
• Illustrator • Hexagon
• Brainstorm • Dimensional
• Punctuation • Vertices
• Non-fiction • Category
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23. Emphasis on citing textual evidence
Reading Anchor Standard 1
Read closely to determine what the text says
explicitly and to make logical inferences from
it; cite specific textual evidence when
writing or speaking to support conclusions
drawn from the text.
Writing Anchor Standard 9
Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
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24. Common Core: MATHEMATICS
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25. Standards for Mathematical Practice
McDonald’s Claim
Wikipedia reports that 8% of all Americans eat at McDonalds
every day. In the US, there are approximately 310 million
Americans and 12,800 McDonalds. The average McDonald’s
store can serve 1,500 people a day.
Do you believe the Wikipedia report to be true? Create
a mathematical argument to justify your position.
Construct viable arguments and critique the reasoning
of others
(Briars, Feb 2011)
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26. Show your work
• 12,800 * 1500 = 19,200,000
• 19,200,000/310M = 6.2%
- OR –
• 310M (total pop) * 8% (% that eat at McDs) = 24,800,000
(total served in a year)
• 24,800,000/12,800 (total # of McDs stores) = 1937.5 (avg
served each day)
• “can serve” 1,500 people/day --- stores would have to be
able to serve more than 1,500 people/day for there to be 8%
of all Americans eating at McDs every day
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27. Performance Tasks
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28. 28

29. Common Core: ELA
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30. Literary Analysis Task (Grade 10):
Ovid’s “Daedalus and Icarus” and
Sexton’s “
To a Friend Whose Work Has Come to Triu
”
http://www.parcconline.org/samples/english-language-
artsliteracy/grade-10-prose-constructed-response---sample-1-literary-
analysis
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31. Grade 10 Prose Constructed-Response
Item
Use what you have learned from reading “Daedalus and
Icarus” by Ovid and “To a Friend Whose Work Has Come
to Triumph” by Anne Sexton to write an essay that
provides an analysis of how Sexton transforms Daedalus
and Icarus.
As a starting point, you may want to consider what is
emphasized, absent, or different in the two texts, but feel
free to develop your own focus for analysis.
Develop your essay by providing textual evidence from
both texts. Be sure to follow the conventions of standard
English.
31
31

32. Grade 10 Prose Constructed-Response
Item
Use what you have learned from reading “Daedalus and
Icarus” by Ovid and “To a Friend Whose Work Has Come
to Triumph” by Anne Sexton to write an essay that
provides an analysis of how Sexton transforms Daedalus
and Icarus.
As a starting point, you may want to consider what is
emphasized, absent, or different in the two texts, but feel
free to develop your own focus for analysis.
Develop your essay by providing textual evidence from
both texts. Be sure to follow the conventions of standard
English.
32
32

33. Grade 10 Prose Constructed-Response
Item
Use what you have learned from reading “Daedalus and
Icarus” by Ovid and “To a Friend Whose Work Has Come
to Triumph” by Anne Sexton to write an essay that
provides an analysis of how Sexton transforms Daedalus
and Icarus.
As a starting point, you may want to consider what is
emphasized, absent, or different in the two texts, but feel
free to develop your own focus for analysis.
Develop your essay by providing textual evidence from
both texts. Be sure to follow the conventions of standard
English.
33
33

34. Grade 10 Prose Constructed-Response
Item
Use what you have learned from reading “Daedalus and
Icarus” by Ovid and “To a Friend Whose Work Has Come
to Triumph” by Anne Sexton to write an essay that
provides an analysis of how Sexton transforms Daedalus
and Icarus.
As a starting point, you may want to consider what is
emphasized, absent, or different in the two texts, but feel
free to develop your own focus for analysis.
Develop your essay by providing textual evidence from
both texts. Be sure to follow the conventions of standard
English.
34
34

35. Grade 10 Prose Constructed-Response
Item
Use what you have learned from reading “Daedalus and
Icarus” by Ovid and “To a Friend Whose Work Has Come
to Triumph” by Anne Sexton to write an essay that
provides an analysis of how Sexton transforms Daedalus
and Icarus.
As a starting point, you may want to consider what is
emphasized, absent, or different in the two texts, but feel
free to develop your own focus for analysis.
Develop your essay by providing textual evidence from
both texts. Be sure to follow the conventions of standard
English.
35
35

36. Grade 10 Prose Constructed-Response
Item
Use what you have learned from reading “Daedalus and
Icarus” by Ovid and “To a Friend Whose Work Has Come
to Triumph” by Anne Sexton to write an essay that
provides an analysis of how Sexton transforms Daedalus
and Icarus.
As a starting point, you may want to consider what is
emphasized, absent, or different in the two texts, but feel
free to develop your own focus for analysis.
Develop your essay by providing textual evidence from
both texts. Be sure to follow the conventions of standard
English.
36
36

37. Grade 10 Prose Constructed-Response
Item
Use what you have learned from reading “Daedalus and
Icarus” by Ovid and “To a Friend Whose Work Has Come
to Triumph” by Anne Sexton to write an essay that
provides an analysis of how Sexton transforms Daedalus
and Icarus.
As a starting point, you may want to consider what is
emphasized, absent, or different in the two texts, but feel
free to develop your own focus for analysis.
Develop your essay by providing textual evidence from
both texts. Be sure to follow the conventions of standard
English.
37
37

38. Grade 10 Prose Constructed-Response
Item
Use what you have learned from reading “Daedalus and
Icarus” by Ovid and “To a Friend Whose Work Has Come
to Triumph” by Anne Sexton to write an essay that
provides an analysis of how Sexton transforms Daedalus
and Icarus.
As a starting point, you may want to consider what is
emphasized, absent, or different in the two texts, but feel
free to develop your own focus for analysis.
Develop your essay by providing textual evidence from
both texts. Be sure to follow the conventions of standard
English.
38
38

39. Grade 10 Prose Constructed-Response
Item
Use what you have learned from reading “Daedalus and
Icarus” by Ovid and “To a Friend Whose Work Has Come
to Triumph” by Anne Sexton to write an essay that
provides an analysis of how Sexton transforms Daedalus
and Icarus.
As a starting point, you may want to consider what is
emphasized, absent, or different in the two texts, but feel
free to develop your own focus for analysis.
Develop your essay by providing textual evidence from
both texts. Be sure to follow the conventions of standard
English.
39
39

40. Grade 10 Prose Constructed-Response
Item
Use what you have learned from reading “Daedalus and
Icarus” by Ovid and “To a Friend Whose Work Has Come
to Triumph” by Anne Sexton to write an essay that
provides an analysis of how Sexton transforms Daedalus
and Icarus.
As a starting point, you may want to consider what is
emphasized, absent, or different in the two texts, but feel
free to develop your own focus for analysis.
Develop your essay by providing textual evidence from
both texts. Be sure to follow the conventions of standard
English.
40
40

41. Grade 10 Prose Constructed-Response
Item
Use what you have learned from reading “Daedalus and
Icarus” by Ovid and “To a Friend Whose Work Has Come
to Triumph” by Anne Sexton to write an essay that
provides an analysis of how Sexton transforms Daedalus
and Icarus.
As a starting point, you may want to consider what is
emphasized, absent, or different in the two texts, but feel
free to develop your own focus for analysis.
Develop your essay by providing textual evidence from
both texts. Be sure to follow the conventions of standard
English.
41
41

42. Grade 10 Evidence-Based
Selected-Response Item
Part A
Which of the following sentences best states an
important theme about human behavior as described in
Ovid’s “Daedalus and Icarus”?
a. Striving to achieve one’s dreams is a worthwhile
endeavor.
b. The thoughtlessness of youth can have tragic
results.
c. Imagination and creativity bring their own rewards.
d. Everyone should learn from his or her mistakes.
42 42

43. Grade 10 Evidence-Based
Selected-Response Item
Part A
Which of the following sentences best states an
important theme about human behavior as described in
Ovid’s “Daedalus and Icarus”?
a. Striving to achieve one’s dreams is a worthwhile
endeavor.
b. The thoughtlessness of youth can have tragic
results.
c. Imagination and creativity bring their own rewards.
d. Everyone should learn from his or her mistakes.
43 43

44. Part B
Select three pieces of evidence from Ovid’s “Daedalus and Icarus”
that support the answer to Part A.
a.“and by his playfulness retard the work/his anxious father planned”
(lines 310-311)*
b.“But when at last/the father finished it, he poised himself” (lines
312-313)
c.“he fitted on his son the plumed wings/ with trembling hands, while
down his withered cheeks/the tears were falling” (lines 327-329)
d.“Proud of his success/the foolish Icarus forsook his guide” (lines
348-349)*
e.“and, bold in vanity, began to soar/rising above his wings to touch
the skies” (lines 350-351)*
f.“and as the years went by the gifted youth/began to rival his
instructor’s art” (lines 376-377)
g.“Wherefore Daedalus/enraged and envious, sought to slay the
youth” (lines 384-385)
h.“The Partridge hides/in shaded places by the leafy trees…for it is
mindful of its former fall” (lines 395-396, 399)

45. Nationally, employers expect
employees to use a broad set of skills
Learning Outcomes Desired by Employers
SOURCE: Hart Research Associates (2010). Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn.
45

46. Conditions for Successful Implementation
Curriculum Mapping Implementation
Sustainable
Vision + Skills + Incentives + Resources + Plan
Action Plan = Change
Skills + Incentives + Resources + Plan
Action Plan = Confusion
Vision + Incentives + Resources + Plan
Action Plan = Anxiety
Vision + Skills + Resources + Plan
Action Plan = Resistance
Vision + Skills + Incentives + Plan
Action Plan = Frustration
Vision + Skills + Incentives + Resources = Treadmill
Key Questions: “Why are we doing this?” to combat confusion.
Vision: The
Vision -- "Why are we doing this?" Resources -- "Do we have tools, time, Provides the direction to
Plan: and training to map effectively?"
Skills: The skill sets needed to combat anxiety. eliminate the treadmill effect.
Skills -- "How do we build effective maps?" Action Plan -- "Over the next three years, do we have attainable
Incentives -- "How will mapping advantages to combat resistance
Incentives: Reasons, perks, improve timelines and goals? Who will be the responsible parties for
teaching and learning?" time needed to combat frustration.monitoring, and feedback?"
Resources: Tools and implementations,
Knoster, T., Villa, R., & Thousand, J. (2000)
46

47. What’s contributing to. . .
Confusion Anxiety Resistance Frustration Treadmill
47

48. Supporting the changes
48
48

49. Educators’ Concerns
What are some of your questions, fears and
concerns about your role in the
implementation of the Common Core State
Standards?
?
Tim xpe rtise
E
e? Ski lls or
Accountabilit
urces?
y?
Reso
49
49

50. Conditions for Successful Implementation
Curriculum Mapping Implementation
Sustainable
Vision + Skills + Incentives + Resources + Plan
Action Plan = Change
Skills + Incentives + Resources + Plan
Action Plan = Confusion
Vision + Incentives + Resources + Plan
Action Plan = Anxiety
Vision + Skills + Resources + Plan
Action Plan = Resistance
Vision + Skills + Incentives + Plan
Action Plan = Frustration
Vision + Skills + Incentives + Resources = Treadmill
Key Questions: “Why are we doing this?” to combat confusion.
Vision: The
Vision -- "Why are we doing this?" Resources -- "Do we have tools, time, Provides the direction to
Plan: and training to map effectively?"
Skills: The skill sets needed to combat anxiety. eliminate the treadmill effect.
Skills -- "How do we build effective maps?" Action Plan -- "Over the next three years, do we have attainable
Incentives -- "How will mapping advantages to combat resistance
Incentives: Reasons, perks, improve timelines and goals? Who will be the responsible parties for
teaching and learning?" time needed to combat frustration.monitoring, and feedback?"
Resources: Tools and implementations,
Knoster, T., Villa, R., & Thousand, J. (2000)
50

51. School Planning
What supports
are in place?
51
51

52. Challenges of Reform
• District
– Boundaries
– Communication
– Feedback, link instruction to standards, monitor
student engagement
– Develop plans collaboratively
• Curriculum
– Consistency
– There is more to teaching than the map.
– Tool or resource
– Out of the box and off the page
52

53. Challenges of Reform (con’t)
• Teachers
– Must know students
– Must know content
– Must have skills, resources, incentives
• Change. . .can be hard
53

54. Conditions for Successful Implementation
Curriculum Mapping Implementation
Sustainable
Vision + Skills + Incentives + Resources + Plan
Action Plan = Change
Skills + Incentives + Resources + Plan
Action Plan = Confusion
Vision + Incentives + Resources + Plan
Action Plan = Anxiety
Vision + Skills + Resources + Plan
Action Plan = Resistance
Vision + Skills + Incentives + Plan
Action Plan = Frustration
Vision + Skills + Incentives + Resources = Treadmill
Key Questions: “Why are we doing this?” to combat confusion.
Vision: The
Vision -- "Why are we doing this?" Resources -- "Do we have tools, time, Provides the direction to
Plan: and training to map effectively?"
Skills: The skill sets needed to combat anxiety. eliminate the treadmill effect.
Skills -- "How do we build effective maps?" Action Plan -- "Over the next three years, do we have attainable
Incentives -- "How will mapping advantages to combat resistance
Incentives: Reasons, perks, improve timelines and goals? Who will be the responsible parties for
teaching and learning?" time needed to combat frustration.monitoring, and feedback?"
Resources: Tools and implementations,
Knoster, T., Villa, R., & Thousand, J. (2000)
54

55. What is your priority?
55