1. Crossing the Bridge to Common Core & Essential Standards Day 4 Heidi Elmoustakim Secondary Literacy Specialist 9-12 Southern High School

2. Student Learning Targets Assignment

3. Why is the Common Core so important? Our world is changing faster than our schools and classrooms are!

4. 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

5. Same materials… Same instruction… Same assessments… Same feedback… SAME RESULTS! Don’t be this person…

6. Nostalgia is like a grammar lesson: you find the present tense, but the past perfect! ~Owens Lee Pomeroy Common Core is our present and future… it is time to get comfortable with it.

7. Begin with the end in mind…SBAC Smarter Balanced Assessment Consortium North Carolina is a governing state Next generation assessments for implementation in 2014-2015 Samples, research, data, and item specifications are available on their website http://www.smarterbalanced.org/

8. Course Overviews Standards Included in Units Literature & Informational text reading standards paired Italicized standards notate Gap Standards that are new for North Carolina. Bold standards notate Power Standards that are heavily weighted on Standardized Tests. Italicized and Bold indicates the standard is both a Gap and a Power Standard.

9. Course Overviews Unit Titles suggested concepts to unify instruction concept based unit plans available teachers may develop their own units using appropriate alternate concepts DPS Unit Plan Template is the district standard for planning instructional units

10. Sample Unit… a closer look

11. Concept Based Instruction KNOW DO UNDERSTAND CONCEPT

12. Concept Based Unit Planning Process StandardsConceptEnduring UnderstandingsEssential Questions

13. Concept Based Unit Planning Process (continued) Assessment of Student OutcomesMaterials & ResourcesInstruction (Differentiation)Activities & Tasks (Differentiation)

14. KUDO Student Checklists by grade level Developed by grade level PLCs Complete checklists available by grade level on DEPOT Can be used by students for self assessment and reflection Helps students become self-advocates

15. Instruction & Assessment Calendars Units provide pacing and sequencing for CCSS. District assessments are created according to the pacing and sequencing from these units.

16. Close reading of a text Shorter texts or excerpts of longer texts Think aloud/Question the Author type questions Helps struggling students grapple and persist with difficult texts Helps advanced students extend thinking and make complex connections

17. Department & PLC Performance Task *must submit both tasks before leaving today Your department must complete and submit the formative assessment plan and products. Your building PLCs must complete and submit the close reading script. PLC leaders may pick up their exemplar text on their way out.