Hitting the Common Core Target

Hitting the Common Core Target

Jan Leonard, Gail Owen, and Scott Estes

Matthew Emmons

It truly is a NEW DAY in education!

Proceed with CAUTION!

Main focus:

What do kids really need…

• to know to become good employees?

• to make a contribution in society?

• to be successful in their career choice?

Setting the Foundation

Kids are going to be required to think and perform as they never have before.

1. Higher level thinking skills

2. Inductive and deductive reasoning

3. Writing for multiple purposes

4. Standards alignment and valid assessment

5. Demonstration of understanding


Kids are going to be required to think and perform as they never have before.

6. Perform procedures

7. Make conjectures, analyze, generalize, and prove

8. Solve non-routine problems and/or significant connection


English Language Arts

• Reading

- Informational text

- Complex text

- “Close Reading” strategies

- Vocabulary



• Writing

- Writing for multiple purposes

- Writing across the curriculum

- Writing for different audiences

- Constructing coherent informed argument



Students who are college and career can…

• demonstrate independence

• build strong content knowledge

• respond to the varying demands of audience, task, purpose, and discipline




• comprehend as well as critique

• value evidence

• use technology and digital media strategically and capably




• come to understand other perspectives and cultures


Mathematics

• Mathematical Understanding

- Justifying that a math statement is true

- Mathematical understanding and procedural skills equally important

- Blend themes in mathematics


Mathematics

See the Need

Quick think!

What are THREE reasons this change will be good for our students and their futures?

Implementation Plans

Year One

• Curriculum development

- mapping

- matching

- identifying gaps with respect to content knowledge

- beginning to teach the new standards


Year One

• Examination of and initial enhancement of rigor levels in the classroom

- identify/begin to implement professional development based on needs

• Evaluation of resources, including technology


Year One

• Overview presentation about the Common Core Standards to the Board of Education

• Initial communication to parents/families


Year Two

• Continued enhancement of instructional rigor with professional development where necessary

• Teaching the new standards

• Review of classroom assessment practices with a goal to move towards more

application-based performance assessments


Year Two

• Integration of technology as it relates to the Common Core Standards

• Purchasing of resources

• Communication at a deeper level with parents and families

• Consideration of report card modifications


Year Three

• Full implementation

- aligned, operational curriculum

- enhanced instructional rigor

- ongoing purchases of resources

- use of technology to support standards

- standards-based report cards

Matrix of Sustainable Change

Vision + Skills + Incentives +

Resources + Action Plan Sustainable

Change

Skills + Incentives +

Resources + Action Plan Confusion

Vision +Incentives

+Resources

+ Action Plan Anxiety

Vision + Skills + Resources + Action Plan Resistance

Vision + Skills + Incentives + Action Plan Frustration

Vision + Skills + Incentives +

Resources + Treadmill

Professional Learning Associates

One District’s Implementation Model

Year One

• In East Peoria District 86 – The Vision

Align the ELA and Math curricula with the Common Core Standards

Engage the other feeder districts and the high school in a multi-district approach

The Action Plan

• Recruit an instructional leadership team• Set the foundation of the Common Core with

the staff• Communicate with the other superintendents

and recruit implementation teams• Schedule once a month workdays with the

implementation teams for the entire school year

Tasks in the Action Plan

• Become familiar with the Common Core• Develop and use common language where

appropriate• Map the skills column of a consensus

curriculum map• Include the Common Core Standards in the

skills column

An Example in ELA

Content Skills Assessments Resources

1. Details (Key Ideas

and Details)

1. Details (With prompting and support) a. Identify key details in a text b. Ask questions about key details c. Answer questions about key details

An Example in Math

Content Skills Assessments Resources1. Ratio Concepts and Reasoning - Ratios

1a. Write ratio notation ( ___:___, ___to____, ____/____)1b. Write ratios in the proper order1c. Simplify ratios1d. Compare two quantities (same units or different units) using ratios1e. Recognize that ratios appear in a variety of contexts (part-to-whole, part-to-part, and rates)1f. Generalize that all ratios relate two quantities or measures within a given situation in a multiplicative relationship1g. Analyze content or text to determine which kind of ratio is represented

The Skills

• How to create a quality curriculum map• How to use a web-based system to enter

information into the maps• How to decipher the Common Core

Standards

Resources for Mapping

• Implementation teams to map• Substitutes for release time• Curriculum mapping software• Common Core Standards• Kentucky Department of Education’s

Deconstructed Standards

The Incentive

• Provide an operational curriculum that will assist students to be on their way to achieving the title of, “College and Career Ready.”

Next Steps

• District completion of all three columns in the curriculum maps

• Continue with the elements in the implementation plan:– Implementation of the aligned curriculum– Instructional Rigor– Assessment Practices– Acquiring Resources– Communication– Technology Integration

Contact Information

Jan Leonard

[email protected]

cc-tech.wikispaces.com

Gail Owen

[email protected]

www.mid-illini.org

Scott Estes

[email protected]

http://teacherweb.com/IL/EastPeoriaCentralJuniorHighSchool/MrEstes/apt1.aspx

Documents

Hitting the Common Core Target