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?
4
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
5
5
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
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
17
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
20
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.
23
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)
25
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
26
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
30
30
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
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
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
Key Points: SOURCE: Hart Research Associates (2010). Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn Review the skills employers have identified as the most desirable skills. (Give personal examples)
Key Points: Increased Rigor in Text Complexity is one of the most prominent areas focused on adding rigor to the classroom experience for ALL students These are the levels of text ALL students need to have access to. For those struggling readers, there are ways to incorporate certain scaffolds, BUT – it is no longer appropriate to NEVER expose our struggling readers to complex text, we can no longer “just” give them simplified text Read this for background info and in order to better explain the chart and answer questions. (From MetaMetrics website) New research released August 15 on text complexity . The updates refer to the three-part model defined in Appendix A of the the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, which combines the quantitative and qualitative measures of text complexity with reader and task considerations. The goal of the quantitative study was to provide information regarding the variety of ways text complexity can be measured quantitatively and to examine text complexity tools that are valid, transparent, user friendly, and reliable. We continue to update our tools to be aligned to the CCSS. Most recently, we updated the Lexile Map to include CCSS text exemplars and the new CCSS ranges. The Common Core Standards advocate a "staircase" of increasing text complexity, beginning in grade 2, so that students can develop their reading skills and apply them to more difficult texts. At the lowest grade in each band, students focus on reading texts within that text complexity band. In the subsequent grade or grades within a band, students must "stretch" to read a certain proportion of texts from the next higher text complexity band. This pattern repeats itself throughout the grades so that students can both build on earlier literacy gains and challenge themselves with texts at a higher complexity level. Lexile measures and the Lexile ranges above help to determine what text is appropriate for each grade band and what should be considered "stretch" text. The Common Core Standards devote as much attention to the text complexity of what students are reading as it does to how students read. As students advance through the grades, they must both develop their comprehension skills and apply them to increasingly complex texts. The proportion of texts that students read each year should come from a particular text complexity grade band. Students must also show a steadily increasing ability to discern more from and make fuller use of text.
Key Points: It is easy to see the difference between the Lexile reading levels of the majority of our High School students in comparison to those required outside of our classrooms.
Key Points: Explain that two of the inclusive Reading and Writing Anchor Standards directly address textual evidence. “ The shift toward text-based answers requires student to become more adept at drawing evidence from the text and explaining that evidence orally and in writing. Teachers should make sure that classroom experiences stay deeply connected to the text and that students develop habits for making evidentiary arguments based on the text. Teachers should ensure students develop habits of reading closely and backing up their claims with text-based answers, in class discussion and writing, to assess their comprehension of text. Here are two CCSS Anchor Standards which set expectations for students to cite specific evidence from literary and informational texts to support their inferences, conclusions, analyses, reflections, and research. ”
Key Points: SOURCE: Hart Research Associates (2010). Raising the Bar: Employers’ Views on College Learning in the Wake of the Economic Downturn Review the skills employers have identified as the most desirable skills. (Give personal examples)
We have been talking with Anna about how to implement successfully. To do this we must look through the lens of sustainable. In order for sustainable change to occur, we must address all five key elements including vision, skill building, incentives, resources and a plan to get there. Reading 1 st cost 1 billion after 3 years found we haven't ’ moved the needle as a country. Nothing that we had done was truly sustainable. The reason for that is the program had become just that, a program. Death by paper cut. It did not get integrated into the culture of the school organization. We can not let that happen again. We must think about all of the elements of sustainable change as we move forward. We’ve already talked a bit vision, the most important thing to remember is it’s not about passing a test. The end goal is college and career readiness. Skills we can not assume the teachers have the skills they need. We must begin developing the new skills. New materials won’t solve the problem. Incentives are important. Incentives don’t have to be about money. They can be about skill development. We’ll talk about this more later but all the programs that we will look at provide continuing education credit. That is a real incentive for the practitioner. Resources. As we speak new resources are being developed. Be cautious of resources. There are publishers out there that are putting shinny stickers on materials that read common core aligned. If were created last week yes they may be. But new priorities for assessment and the new lexil ranges were just released a few months back. So those materials will not be properly aligned. The plan. You must have one. Enough said.
We have been talking with Anna about how to implement successfully. To do this we must look through the lens of sustainable. In order for sustainable change to occur, we must address all five key elements including vision, skill building, incentives, resources and a plan to get there. Reading 1 st cost 1 billion after 3 years found we haven't ’ moved the needle as a country. Nothing that we had done was truly sustainable. The reason for that is the program had become just that, a program. Death by paper cut. It did not get integrated into the culture of the school organization. We can not let that happen again. We must think about all of the elements of sustainable change as we move forward. We’ve already talked a bit vision, the most important thing to remember is it’s not about passing a test. The end goal is college and career readiness. Skills we can not assume the teachers have the skills they need. We must begin developing the new skills. New materials won’t solve the problem. Incentives are important. Incentives don’t have to be about money. They can be about skill development. We’ll talk about this more later but all the programs that we will look at provide continuing education credit. That is a real incentive for the practitioner. Resources. As we speak new resources are being developed. Be cautious of resources. There are publishers out there that are putting shinny stickers on materials that read common core aligned. If were created last week yes they may be. But new priorities for assessment and the new lexil ranges were just released a few months back. So those materials will not be properly aligned. The plan. You must have one. Enough said.