Post on 31-May-2015
description
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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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What do the Common Core State Standards look like?
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Common Core Big Picture
1. Aligned with college and work expectations2. Focused and coherent3. Includes rigorous content and application of
knowledge through higher order skills4. Internationally benchmarked: prepares
students for global economy & society5. Based on evidence and research
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Describe a College &
Career Ready
High School Senior
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Describe a College &
Career Ready
Kindergartner
Comfortable
Unwilling
Comfortable
Instruction
What Strategies can you provide to move them?
BE SPECIFIC – Risk is in the specificity!
Create a Model Operation to include:
Vision
Priority Step
Skills
Tools
Choose a priority
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ACT Study – Schmeiser, 2006
Unprepared in Reading
Preparedin Reading
Chance of later success
1%
32%
Science
15%
67%
Mathematics
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National Workforce Surpluses and Shortages
SOURCE: Light, J. (2011). Labor Shortage Persists in Some Fields. Wall Street Journal.
©BHEF
CURRENT Workforce demands . . .
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FUTURE Workforce projections indicate ongoing shortages – especially in high-growth career fields
SOURCE: Derived from ACT’s The Condition of College and Career Readiness, 2010
©BHEF
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Management Education Health Care ComputerSpecialties
CommunityServices
Career Fields
Per
cent
Projected Annual Job Openings Career Interested and Math Proficient
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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.
Nationally, employers expect employees to use a broad set of skills
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Instructional practices have to change
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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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ELA Instructional Shifts
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College & Career Reading Anchor Standards
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LEXILE® LEVELS TODAY AND WITH COMMON CORE
Quantitative: Rigor Increases 2-3 Grade Levels
*COMMON CORE STATE STANDARDS FOR ENGLISH, LANGUAGE ARTS, APPENDIX A (ADDITIONAL INFORMATION), NGA AND CCSSO, 2012
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Preparing our students for College & Careers
Metametrics
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Kindergarten essential vocabulary
• Stanza
• Preference
• Punctuation
• Collaborate
• Illustrator
• Brainstorm
• Punctuation
• Non-fiction
ELA Math
• Attribute
• Decompose
• Decomposition
• Composition
• Hexagon
• Dimensional
• Vertices
• Category
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Reading Anchor Standard 1Reading Anchor Standard 1Read 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 9Writing Anchor Standard 9Draw evidence from literary or informational
texts to support analysis, reflection, and research.
Emphasis on citing textual evidence
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Common Core: MATHEMATICS
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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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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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Performance Tasks
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Common Core: ELA
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Literary Analysis Task (Grade 10):Ovid’s “Daedalus and Icarus” and
Sexton’s “To a Fr iend W hose W ork Has Com e to Tr ium ph
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http://www.parcconline.org/samples/english-language-artsliteracy/grade-10-prose-constructed-response---sample-1-literary-analysis
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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.
Grade 10 Prose Constructed-Response Item
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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.
Grade 10 Prose Constructed-Response Item
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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.
Grade 10 Prose Constructed-Response Item
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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.
Grade 10 Prose Constructed-Response Item
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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.
Grade 10 Prose Constructed-Response Item
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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.
Grade 10 Prose Constructed-Response Item
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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.
Grade 10 Prose Constructed-Response Item
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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.
Grade 10 Prose Constructed-Response Item
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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.
Grade 10 Prose Constructed-Response Item
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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.
Grade 10 Prose Constructed-Response Item
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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.
Grade 10 Prose Constructed-Response Item
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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.
Grade 10 Evidence-Based Selected-Response Item
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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.
Grade 10 Evidence-Based Selected-Response Item
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Part BSelect 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)
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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.
Nationally, employers expect employees to use a broad set of skills
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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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What’s contributing to. . .
Confusion Anxiety Resistance Frustration Treadmill
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Supporting the changes
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Educators’ Concerns
What are some of your questions, fears and concerns about your role in the implementation of the Common Core State Standards?
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Time?
Resources?
Skills or Expertise?
Accountability?
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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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School Planning
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What supports are in place?
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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
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Challenges of Reform (con’t)
• Teachers– Must know students– Must know content– Must have skills, resources, incentives
• Change. . .can be hard
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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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What is your priority?