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What skills and knowledge will Caiden need to be successful as an adult ? “Leaders will have to be multilingual, flexible, internationally mobile and adaptable . But, most crucial of all , they must be highly collaborative and have strong conceptual and strategic thinking skills.”

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slide2

What skills and knowledge will Caiden need to be successful as an adult?

“Leaders will have to be multilingual, flexible, internationally mobile and adaptable. But, most crucial of all, they must be highly collaborative and have strong conceptual and strategic thinking skills.”

- Hay Group, “Building the New Leader,” Leadership for 2030

slide3

What skills and knowledge will Caiden need to be successful as an adult?

“Digital literacy is imperative for America’s economic future and possessing these skills is absolutely essential for accessing the jobs and education opportunities that will enable current and future generations to compete in the 21st century workforce.”

…”in the U.S. today, more than 80 percent of Fortune 500 companies post their job openings online only and require online applications.”

…”Fifty percent of today’s jobs require technology skills, and this percentage is expected to grow to 77 percent in the next decade.”

Source: Mike Bolognini, July 1, 2013: Digital Literacy is Imperative for America’s Economic Future

jobs that will boom in 2020
Jobs That Will Boom In 2020
  • Data Crunching
  • Counseling and Therapy
  • Scientific Research
  • Computer Engineering
  • Veterinarians
  • Environmental and Conservation Science
  • Healthcare fields
  • Management
  • Finance
  • Entrepreneurship

Source: Newman, R. “10 Businesses that Will Boom in 2020,” U.S. News, September 2012

slide6

What AreTheNewJobs?

  • Medical Ethicist
  • Sarbanes-Oxley Auditor
  • GEO Technical Technician
  • Quality Process Engineer
  • Fabrication Operator Wafer
  • Optical Maintenance Technician
  • Office Space Coordinator
  • NOC Specialist (Fiber Optics Technician)
  • Telecommunications Engineer
  • Optical Manufacturing Technician
  • Controls Technician
  • Administrative Eligibility Specialis
  • Computer Forensic Analyst
  • Chief Information Officer
  • Career Counselor
  • Computerized 3 D Modeling Machinist
  • Senior Technology Security
  • Molecular Beam Epitaxy Technician and/or Engineer
  • Epitaxial Engineer
  • DNA Lab Technician
  • Nano-Technician
  • Endoscopy Technician
  • Bio-Engineer
  • Instrumentation Technician
  • Intermediate Biomedical Engineer Technician
slide9

The Changing Landscape of Literacy

Our Students are Changing

slide11

The Changing Landscape of Literacy

Pedagogies are Changing

slide12

The Changing Landscape of Literacy

Assessments are Changing

slide13

The Changing Landscape of Literacy

Definitions and Standards are Changing

slide14

All

Students

College and Career

Ready

What does this mean?

What are the implications for schools?

What are the implications for instruction?

slide15

The Common Core State Standards:

Reach Higher, Teach Clearly, Learn Deeply

Which word appears in the ELA standards 122 times?

Evidence

Sources: 61 times

Research: 57 times

slide16

CCSS Trivia:

The words

“technology” “digital”

and

“multimedia”

appear in the Common Core

State Standards approximately

____ times.

slide17

CCSS requires students to:

Publish - requiring deep consideration of audience, purpose, structure, text features, and format.

Collaborate - forcing students to plan, adopt, adapt, rethink, and revise, all higher-level practices.

Evaluate - necessitating that students make critical judgment calls about how information is presented and shared.

Integrate - emphasizing design, and producing considerable cognitive load on a learner.

slide18

Key Question:

What are the challenges you are facing in preparing all students for college and career?

slide19

How do we begin and how do we implement over the whole K-12 spectrum?

  • Lack of clarity on what direction I am supposed to take from this point forward
  • Firm, specific examples of stepsto taketo reachthe desired target and a timeline to focus on.
  • The timeto explore and learn the CCSS and the support needed to implement them correctly.
  • We are unsure of what curriculum to look at and begin to pilot in order to best meet the CCSS.
  • One of the biggest challenges is for all disciplines to understand that ELA is not only limited to the "English" department, but that it is a skill set that all departments need to own.
  • The time factor to juggle educating myself in CCSS while still teaching
  • How to prioritize what aspects of the CCSS to convey to the teachers in terms of professional development.
  • Increasing knowledge of CCSS to support content-area teachers in the implementation of CCSS in their courses.
  • Building the teacher and administrative capacity and understanding among our leaders.
key questions
Key Questions
  • How do we as leaders ensure that all students achieve more rigorous standards?
  • How do we as leaders ensure that all students are college and career ready graduates?
slide21

Minnie Pearl’s Fried Chicken

Rise: Started as a rival to KFC, the chain inspired by the HeeHaw star grew rapidly, went public and made its millions early.

Fall: It’s food received bad reviews, operators lost money and a Securities and Exchange Commission investigation led to a collapse in the company’s stock price.

Sign the end was near: Fortune questioned the brand’s long-term prospects as early as 1968. Their concern? The quality (or lack thereof) of the food. Not a good start.

Lesson learned: Focus. After its stock price exploded, the company quickly expanded into dry cleaning and other businesses. If you’re going to do fast-food chicken, do it and do it well.

Source: Sky Delta, April 2013

slide22

Education in 2013

  • Rise:
  • We educate all students.
  • We’re seeing pockets of achievement.
  • Example: “U.S. Math, Science Achievement Exceeds World Average,” Education Week, December, 2012
  • We are aligning all systems to strive for a common “college and career ready” goal.
  • We have a variety of systems to educate children: traditional, to hybrid learning, to cyber learning, etc.
  • We have a variety of resources to support students in their learning.
  • We have an assessment system that is striving to measure higher order thinking and problem solving with a 21st century skills orientation.
slide23

Education in 2013

  • Fall?
  • We educate all students. In the same way at the same time?
  • We’re seeing pockets of achievement.
  • We are aligning all systems to strive for a common “college and career ready” goal.
  • We have a variety of systems to educate children: traditional, to hybrid learning, to cyber learning, etc.
  • We have a variety of resources to support students in their learning.
  • We have an assessment system that is striving to measure higher order thinking and problem solving with a 21st century skills orientation.
slide24

Education in 2013

Lessons Learned:

  • A clear vision
  • A shared implementation plan
  • A communication plan
  • Metrics to measure growth and success
  • A philosophy of continuous improvement and engagement
slide25

We need to

  • think
  • plan
  • act
  • teach
  • …differently.
slide26

Curate

…collect the best content related to a specific niche and targeted to a specific audience then enhance that content by adding personal opinions and expertise.” [Forbes]

…a collection needs to be a selection of objects rather than an exhaustive archive. Secondly, the selection needs to convey some kind of view or message, even if it's a neutral, educational one. Finally, the collection must be at least semi-public, otherwise it's simply a private hoard. [Hon blog]

Leadership Curation

slide27

Curate

Continuous Improvement:

Building the collective capacity

Understanding the Instructional Shifts

Rigor: What it means and how you get it

Assessments for the Next Generation

Technology: You Can’t Move Forward Without It

Every Student, Every Class, Every Day: A School-wide Literacy Focus

Leadership Curation

slide28

Discovery Education Leadership Academy

Learning Targets

  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
  • I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.
  • I CAN describe what CCSS instruction looks like to create rigorous learning environments for all students.
  • I CAN describe the characteristics of the next generation assessments and how these characteristics should drive assessments in my district/building.
  • I CAN identify digital tools to support the effective implementation of CCSS curriculum, instruction and assessment.
  • I CAN explain the importance of digital integration on the learning of students and model this integration as a CCSS leader.
  • I CAN evaluate the literacy needs of my school and identify effective strategies to immerse every student, every class, every day in literacy.
slide29

Grounding Our Knowledge:

A Quick Trip Through the ELA and MATH CCSS

  • Find a partner and grab a “trip ticket” on your table.
  • Make sure you have your ELA and Math standards documents open.
  • Using your QR code reader, select 5 of the QR code questions around the room.
  • Complete your ticket.
  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide30

“Language of the Standards”

  • On page 12 of the ELA standards, what word is the same in grades 3, 4 and 5, RL.Key Ideas and Details.1?
  • On page 21 of the ELA standards, what two words begin the Range of Writing Standard 10 in all three grades?
  • What graphic is on page 31 of the ELA CCSS?
  • On page 14, beginning in grade 3, what types of words and phrases do students need to know to meet the Craft and Structure Standard?
  • On page 44, what four words begin the Research to Build and Present Knowledge Standard in grades 6, 7 and 8?
  • On page 7 of the Math Standards, what is the 4th Standard of Mathematical Practice?
  • What is mathematically significant about the content standards, beginning in grade 3 on page 21? Hint: It has to do with the second critical area.
  • On page 57, the high school Mathematics Standards start. How are these standards different than the K-8 math standards?
  • On page 5 of the Mathematics Standards, what are the three key terms that guide you in reading the standards?
slide31

“Language of the Standards”

Explicitly

Write Routinely

Text Complexity

Why do this?

Why is this important?

Academic and Domain Specific

Conduct Short Research Projects

Model with Mathematics

Fractions

Conceptual Categories

Standards, Clusters, Domains

  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide33

Not-So-Common:

Keeping the Standards In Front

10-minute Activity:

Idea #1: “Bites” of the Common Core: Show a standard. Have everyone guess which grade level the standard comes from. What does this mean for instruction?

  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
a small bite of the common core
A Small Bite of the Common Core

With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide35

Not-So-Common:

Keeping the Standards In Front

Not-So-Common:

Keeping the Standards In Front

  • 10-minute Activity:
  • Idea #2: Progressions:
  • Provide teachers with one standard, cut up into grade levels. Have teams of teachers put the standards in order of their progression. Discuss any key findings.
  • Examine the progression of one standard from K-12 and highlight how it changes as it progresses through the grades. Discuss key findings.
  • Examine the progression of rigor in different types of problems.
  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide36

Not-So-Common:

Keeping the Standards In Front

10-minute Activity:

Idea #3: Show an example of student writing from Appendix C and give teachers one of the writing standards from that grade. Ask teachers to discuss why that student writing sample meets the standard(s).

  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide37

Not-So-Common:

Keeping the Standards In Front of Teachers

  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide38

Not-So-Common Digital Tools

Keeping the Standards In Front of Teachers

Popplet: Post examples of

standards in practice.

Mentormob: Sharing articles or

videos to keep the standards in front.

  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide39

The Research Behind Learning Targets

  • Ames & Archer (1998). Achievement goals in the classroom.
  • Andrade & Krathwohl (2010). Rubric-referenced self-assessment.
  • Brookhart (2008). How to give effective feedback to your students.
  • Brophy (2004). Motivating students to learn.
  • Hattie (2012). Visible learning for teachers: Maximizing impact on learning.
  • Moss, Brookhart, Long (2011). Knowing your learning target.
  • O’Connor. (2009). How to grade for learning.
  • William. (2010). An integrative summary of the research literature and implications for a new theory of formative assessment.
  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide40

Are You on Target with Learning Targets?

Go to www.vot.rs

and enter 36 79 06 to vote.

slide41

Clarifying the Terminology

  • Objective
  • Learning Target
  • I CAN Statement
  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide42

Definitions of Terms

Objective: Instructional objectives are about instruction, derived from content standards, written in teacher language, and used to guide teaching during a lesson or across a series of lessons. They are not designed for students but for the teacher.

-Know Your Learning Target, S. Brookhart

Learning Target: A learning target frames a lesson from the students' point of view. A learning target helps students grasp the lesson's purpose—why it is crucial to learn this chunk of information, on this day, and in this way.

-Know Your Learning Target, S. Brookhart

I CAN Statement: A learning target that is written in a student friendly way beginning with the words “I CAN.”

-Stiggins (2004)

  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide43

Examples:

  • Objective: Students will be able to distinguish between elements and compounds and classify them according to their properties.
  • Learning Targets:
    • Know the definition of an element
    • Know the definition of a compound
    • Distinguish between elements and compounds
    • Identify properties
    • Classify them according to their properties
  • I CAN Statements:
    • I CAN tell what an element is.
    • I CAN tell what a compound is.
    • I CAN tell the difference between an element and a compound.
    • I CAN identify at least 3 different properties.
    • I CAN classify elements and compounds by their properties.
  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide44

I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.

slide45

Review:

Qualities of Effective, Somewhat Effective and Ineffective Learning Targets

  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide46

Example:

Difference between Standards, Learning Targets and Activities

slide47

I can identify the triangle, circle, rectangle and oval.

I can flip a coin 100 times to determine the probability of heads.

I can use authentic Egyptian techniques to mummify a chicken.

I can use a calculator to solve a multi-step problem.

I can describe how materials change when they are heated or cooled.

  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide48

Ideas for Using I CANs

  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide50

I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.

slide51

I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.

slide52

Can I?…I CAN Exit Slips

  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide53

Video Clip:

How have the learning targets helped to establish an environment of continuous improvement in the classroom?

How has the teacher used learning targets to differentiate her instruction?

Have have students used learning targets to assess and monitor their learning?

  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide54

Using Clear Learning Targets – Grade 10

  • I CAN identify the content, format and structure of the Math CCSS to make the learning targets clear for all students.
slide55

Video Clip:

How have the learning targets helped to establish an environment of continuous improvement in the classroom?

How has the teacher used learning targets to differentiate her instruction?

Have have students used learning targets to assess and monitor their learning?

  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
the four step framework
The Four-Step Framework

The four starter prompts of the framework are:

We are learning to…

We will show that we can do this by…

To know how well we are learning this, we will look for…

It is important for us to learn or be able to do this because…

  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
learning target status check
Learning Target Status Check

Discuss:

  • What is the next step with learning targets in your setting?
  • How will you take the next step?
  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide58

Not-So-Common Leadership Strategies:

Learning Target Walk-Throughs

Did you see evidence that the teacher had a learning target for this specific lesson?

☐Yes, I saw evidence that the teacher had a specific learning target for today’s lesson – a statement of what the student would be able to do or come to know as a result of today’s lesson.

☐No, however, I saw evidence that the teacher had an instructional objective that was used to guide the teacher and that could have covered more than one lesson.

☐No, I could not find evidence that the teacher had a learning target for this lesson, nor was there evidence of an instructional objective.

Describe what you observed –the evidence you gathered to support your response.

  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide59

Discovery Education Leadership Academy

Learning Targets

  • I CAN describe strategies for building the collective capacity in my school/district to achieve a vision of continuous improvement.
slide60

Understanding the Shifts

What do you already know about the instructional shifts?

I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.

slide61

Understanding the Shifts – Close Reading

How To Do a Close Reading Video

  • I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.
slide62

Understanding the Shifts

  • Select a colored stick on your table, a marker and some post-it notes.
  • Go to the shift which matches the color of your stick.
  • With the people in your group, discuss:
  • - What are the demands of this shift?
  • - What are the implications for your school/classroom as
  • we put this shift into practice?
  • - What practices must we change and what challenges
  • will we face as we make this shift?
  • Record your thoughts on your chart paper.
  • I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.
confirmed vs mythbuster
Confirmed vs. MythBuster

VS..

  • I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.
slide64

Confirmed vs. Myth

?

The Common Core State Standards

provide districts across the country

with a common and consistent

curriculum.

  • I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.
slide65

Confirmed vs. Myth

?

The Common Core State Standards

provide districts across the country

with a common and consistent

curriculum.

MYTH

  • I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.
slide66

Confirmed vs. Myth

?

The ELA Common Core State Standards

require students to read more

Informational texts than literary texts.

  • I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.
slide67

Confirmed vs. Myth

?

The ELA Common Core State Standards

require students to read more

Informational texts than literary texts.

CONFIRMED

  • I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.
slide68

Confirmed vs. Myth

?

The Math Common Core state

that all students should

use calculator.

  • I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.
slide69

Confirmed vs. Myth

?

The Math Common Core state

that all students should

use calculators.

CONFIRMED

  • I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.
slide70

Mathematics Standards for High School

Calculators, spreadsheets, and computer algebra systems can provide ways for students to become better acquainted with these new number systems and their notation.

Interpreting Categorical and Quantitative Data S-ID

4. Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the

normal curve.

  • I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.
slide71

Confirmed vs. Myth

?

Content area reading is the

same as disciplinary literacy.

  • I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.
slide72

Confirmed vs. Myth

?

MYTH

Content area reading is the

same as disciplinary literacy.

  • I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.
slide73

I CAN describe the essential classroom elements of instruction to ensure all students meet the CCSS.

slide74

I CAN describe the essential classroom elements of instruction to ensure all students meet the CCSS.

slide75

Confirmed vs. Myth

?

There is a clear focus

on argumentative writing in the CCSS

which is different

than persuasive writing.

  • I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.
slide76

Confirmed vs. Myth

?

There is a clear focus

on argumentative writing in the CCSS

which is different

than persuasive writing.

CONFIRMED

  • I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.
slide77

Confirmed vs. Myth

?

Technology integration

is necessary for students to achieve

the Common Core State Standards.

  • I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.
slide78

Confirmed vs. Myth

?

Technology integration

is necessary for students to achieve

the Common Core State Standards.

CONFIRMED

  • I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.
slide79

Understanding the Shift:

Not-So-Common Digital Tools for Leaders

Symbaloo:

General Tools:

⌘Black – “Core” Documents

⌘Red – Curriculum Documents

⌘Green – Instructional Shift Tools

⌘Pink – Assessment Tools

ELA Instructional Shifts:

⌘White Balance – Balance K-5

⌘Orange Paperclip – Text Dependent

⌘Green Checklist – Disciplinary Literacy

⌘White Books – Text Complexity

⌘Red Blog – Tools for Writing from Sources

⌘Yellow Word Bubble - Vocabulary

Math:

⌘Pink – Math Tools

⌘Blue – Web 2.0 Tools

⌘Yellow – Fluency

⌘Gray – Content

⌘Purple – Resources

  • I CAN explain each of the CCSS instructional shifts and identify tools I can implement as a leader to ensure their effective implementation in all classrooms.
slide80

“Perhaps one of the mistakes in the past efforts to improve achievement has been the removal of struggle.”

[Fisher, Frey, Lapp, 2012]

  • I CAN describe what CCSS instruction looks like to create rigorous learning environments for all students.
what is scaffolding
What is Scaffolding?

What is Rigor?

Discussion Strategy: Concentric Circles

Question #1: Share and discuss the key points from your articles about rigor and scaffolding.

Question #2: What one key point about rigor and scaffolding resonates with you the most?

Question #3: How would you summarize rigor and scaffolding to a colleague who didn’t read the articles?

Question #4: Describe an example of a classroom lesson that contained elements of rigor and elements of scaffolding.

slide83

I CAN describe what CCSS instruction looks like to create rigorous learning environments for all students.

Two Tools:

Standards for Mathematical Practice

Instructional Practice Evidence Guides

slide84

Standards for Mathematical Practices

Where do you find them?

Starting on page 6 of the CCSS Mathematics Standards

What do you notice about them?

Check out the first three words…

How have you lead all teachers in understanding and using the Standards for Mathematical Practice?

  • I CAN describe what CCSS instruction looks like to create rigorous learning environments for all students.
slide85

Standards for Mathematical Practices

How have you lead all teachers in understanding and using the Standards for Mathematical Practice?

☐ Have you…unpacked the Standards for Mathematical Practice with your teachers?

  • I CAN describe what CCSS instruction looks like to create rigorous learning environments for all students.
slide86

Standards for Mathematical Practices

How have you lead all teachers in understanding and using the Standards for Mathematical Practice?

☐ Have you…unpacked the Standards for Mathematical Practice with your teachers?

☐Have you…made the Standards for Mathematical Practices “public”?

☐Have you…provided tools and resources for your teachers [and students] to implement [and learn] the Standards for Mathematical Practice?

  • I CAN describe what CCSS instruction looks like to create rigorous learning environments for all students.
slide87

Putting All of This Together:

Instruction, Instruction, Instruction!

Tool: Instructional Practice Evidence Guide

★ I/We are ready to go and have this strongly in place!

✔I/We have some aspects of this in place but we have more work to do.

✖I/We haven’t started this yet and need to know more about it.

  • I CAN describe what CCSS instruction looks like to create rigorous learning environments for all students.
slide88

Not-So-Common:

Common Core Classroom Lesson Alignment Protocol

What is a protocol? An agreed upon guideline for a conversation that includes a structured format. Descriptions of protocols typically identify the purpose, number of participants, length of time required, roles of team members, and expected outcomes.

Why use a protocol? The effective use of protocols ensures that conversations between and among team members are productive.

  • I CAN describe what CCSS instruction looks like to create rigorous learning environments for all students.
slide89

Digital Tools to

Bring Rigor Into All Classrooms

Common Core

Look

Fors

Coach’s

Eye

  • I CAN describe what CCSS instruction looks like to create rigorous learning environments for all students.
slide90

Video - Coach’s Eye: Grade 1 Guided Reading

  • I CAN describe what CCSS instruction looks like to create rigorous learning environments for all students.
slide91

Video – Coach’s Eye: Commentary on Grade 1 Guided Reading

  • I CAN describe what CCSS instruction looks like to create rigorous learning environments for all students.