The National Pathway
For Common Core
Standards
Implementation

REQUIREMENTS
Know your State Plan
Read the Standards
Go Beyond for Resources
… Including Other States
National Pathway for Common Core Standards Implementation

Phase I
CCSS = P.L.A.N
Prioritize
Common Plan
CCR / MPS / GAP
Understand
Share
Deconstruct
Resources
Embed Lead / Observe
National Pathway for Common Core Standards Implementation

P.L.A.N.
CCSS = P.L.A.N
Common Plan
National Pathway for Common Core Standards Implementation

Believe Me?
Begin with the End in Mind:
Dr. Stephen R. Covey
Key - Losing Weight: Planned Meals
Mayo Clinic
Key – Retirement: Financial Plan
Charles Schwab
“Having a Plan saved our lives” –
Captain Jim Lovell, Apollo 13

P.L.A.N.
1. Plan = 1 st step in teaching process
2. Common Plan = Common
Start
3. Constant Essential Prompts =
Embedded Scaffold
4. Blueprint for Change
National Pathway for Common Core Standards Implementation

P.L.A.N.
When teachers begin unit, weekly and daily lesson planning processes with the same set of constant, consistent Essential
Prompts…
Over time, behavior changes
Source: Is Alignment Enough; William Penuel, SRI and Barry Fishman, Univ. of Michigan
National Pathway for Common Core Standards Implementation

What causes more than 75% of teachers to do … something they don’t initially want to do?
8

Simple, Cheap… PLAN
National Pathway for Common Core Standards Implementation

Phase I
CCSS = P.L.A.N
Prioritize
Common Plan
CCR / MPS / GAP
Understand
Share
Deconstruct
Resources
Embed Lead / Observe
National Pathway for Common Core Standards Implementation

Year 1
FOCUS on RIGOR / COGNITIVE
DEMAND
Curriculum Team:
Deconstruct Standards
Map Curriculum Gaps
Curriculum Team:
Cognitive Demand Resources
Project Based Learning
Leaders:
Expect and Inspect Rigor
Common Lesson Plan
National Pathway for Common Core Standards Implementation

Year 1.5
January: Begin Content Focus
Curriculum Teams:
Share Gap Maps
Lesson Modification to Gaps
Continue Rigor
Direct Instruction: Skill Gaps
Secondary Pre-Planning
Readiness: Next Cohort
Leadership:
Classroom Observation / Data
National Pathway for Common Core Standards Implementation

Year 2
COGNITIVE DEMAND+ Content
Curriculum Team:
Resources Across Grades
Vertical Articulation
Secondary Planning
Direct Skill Enhancement
Assignment Resources
Leaders:
Expect and Inspect Rigor
Expect and Inspect Assignments
National Pathway for Common Core Standards Implementation

Year 3
Common Core Overlay
Students:
Read at non-fiction targets
Write at specific targets
Actively engaged critical thinking
Past 4 th grade focus on math application
National Pathway for Common Core Standards Implementation

Year 3
Common Core Overlay
Curriculum:
Is aligned vertically
& Resources shared equally
Reflects Bell to Bell (+1 Mo)
Gaps Filled
Waste Eliminated (+ 1 yr)
START. STOP. CONTINUE.
National Pathway for Common Core Standards Implementation

Year 3
Common Core Overlay
Instruction:
Rooted in Common Standards-based,
Rigor-focused Lesson Plan
Design based up Rigor, Standards &
Project –based learning
Demonstrates Core Competencies
Collaborative: Vertical & Cross Curricular
National Pathway for Common Core Standards Implementation

National Pathway for Common Core Standards Implementation
Custom: OCPS v1.1 K. Baird

The Common Core
State Standards

One Word: Rigor

Change in text complexity in textbooks over the last century
Source: Metametrics

Today’s text gap
Source: Metametrics

ACT Study – Schmeiser, 2006
Unprepared in Reading
Prepared in Reading
Chance of later success
Science Mathematics
1% 15%
32% 67%

To Argue . . . and Inform . . . in Writing
CCSS Requires Argument / Evidence-based
Writing
Distribution of Communicative Purposes by Grade in the 2011
NAEP Writing Framework
Source: National Assessment Governing Board (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA. ACT, Inc.
It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purpose across grades outlined by NAEP.

Percentage distribution of literary and informational passages – Non Fiction is Key
Source: National Assessment Governing Board. Reading Framework for the 2009 National Assessment of
Educational Progress. Washington, D.C.: American Institutes for Research, 2007.

Cognitive Targets – CCSS Requires
Focus on Rigorous Elements
NAEP 2009
Locating / Recalling
Integrating / Interpreting
Critiquing / Evaluating
PISA 2009
Accessing and retrieving
Integrating and interpreting
Reflecting and evaluating

Text Lexile ® levels today and with Common
Core – Rigor Increased 3 Grade Levels
Current
Typical text measures
(by grade)
Common Core
Text complexity grade bands and associated Lexile ranges

"We need to out-innovate, out-educate , and out-build the rest of the world...
The countries that out-teach us today will out-compete us tomorrow.”

Prioritize Gaps
College & Career Readiness
Anchors
Math Performance Standards
Text Complexity
Math Critical Areas
National Pathway for Common Core Standards Implementation
Custom: OCPS v1.1 K. Baird

STRAND
CCR ANCHOR
STANDARD
CODING =
Strand.Grade.Standard # e.g. RL.6.1
CLUSTER

Mathematical Thinking

Tasks

Instructional Design

Collaboration

Strategic Thinking

Standards-Based

Prioritize Gaps
Gap MAPS TM
1. Identify GAPS
2. Deconstruct - Skill Level Statements
3. Focus Professional Development
4. Guide New Units & Curriculum
5. Share
National Pathway for Common Core Standards Implementation
Custom: OCPS v1.1 K. Baird

Identifying
GAPS with
TOOLS
MODIFY/ ADD:
CC.6.W.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence
What is the Author’s main point in the poem? Support your answer with three pieces of evidence.

st
National Pathway for Common Core Standards Implementation

Phase I
CCSS = P.L.A.N
Prioritize
Common Plan
CCR / MPS / GAP
Understand
Share
Deconstruct
Resources
Embed Lead / Observe
National Pathway for Common Core Standards Implementation

Priorities Drive Activity

Determine the author’s purpose in literary and informational text and use supporting material to justify the author’s intent to persuade, entertain, inform, and determine a specific viewpoint

START: Modify Lessons

Classifying Targets
Knowledge
Mastery of substantive subject content where mastery includes both knowing and understanding it.
Reasoning
The ability to problems .
use knowledge and understanding to figure things out and solve
Performance
The development of proficiency in doing something where it is the process that is important such as playing a musical instrument, reading aloud, speaking in a second language or using psychomotor skills.
Products
The ability to create tangible products , such as term papers, science fair projects, and art sculptures that meet certain standards of quality and present concrete evidence of academic proficiency.

One Word: Rigor

Phase I
CCSS = P.L.A.N
Prioritize
Common Plan
CCR / MPS / GAP
Understand
Share
Deconstruct
Resources
Embed Lead / Observe
National Pathway for Common Core Standards Implementation

Resources
1. People: Vertical Grades Mentors
2. Web-Based Sharing
3. Beyond Curriculum Maps  Plans
4. Document Search
5. Other States
Indiana
Hawaii
National Pathway for Common Core Standards Implementation
K. Baird

VERTICAL Sharing of
Resources
Current
Typical text measures
(by grade)
Common Core
Text complexity grade bands and associated Lexile ranges

Resources
Wikipedia – Four Letter
Word?
National Pathway for Common Core Standards Implementation
K. Baird

Resources
ACHIEVE3000.com
CLIHome.com
CommonCoreInstitute.Org
SchoolsRock!

Bell to Bell: Effect
+ 1 Month
$0 Cost

The Common Core
State Standards

Phase I
CCSS = P.L.A.N
Prioritize
Common Plan
CCR / MPS / GAP
Understand
Share
Deconstruct
Resources
Embed Lead / Observe
National Pathway for Common Core Standards Implementation

www.NPSLD.org

1. Quarterly Cabinet Planning
2. Lesson Plan Integration /
Principal Meetings -Vertical!
3. Principal-led Lesson Review
4. Classroom Observation:
Begin on the Same Page

FIND: Standard Taught 6.4.1:-Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.

Grade K Grade 1 Grade 2
Standard: Author’s Purpose: Argue &
Support Claims

Plan Assessment Types

The Common Core
State Standards

- Thinking
- Analyzing
- Arguing
Non-Fiction Academic Text
Speaking & Listening

2.
3.
1.
4.
Assessing Student Mastery of
Content Knowledge
Assessing Reasoning Proficiency
Assessing Mastery of
Performance
Assessing the Ability to Create
Quality Products

Specific Skill Mastery must be measured
For immediate re-teaching & intervention
Time is of the Essence!

NSF / CCSSO:
Misalignment of the content of instruction
(instruction or curriculum) accounts for
50% of student achievement variance.
Ed Researcher
Vol 31, #7

District Leadership
• Goal: Build AWARENESS of the tasks ahead
• Goal: Engage & Inform regarding Fidelity,
Implementation Progress, and Leadership
Needs
• Goal: Identify Infrastructure needs, especially technology & library requirements

The National Pathway
For Common Core
Standards
Implementation

Phase I
CCSS = P.L.A.N
Prioritize
Common Plan
CCR / MPS / GAP
Understand
Share
Deconstruct
Resources
Embed Lead / Observe
National Pathway for Common Core Standards Implementation

Year 1
FOCUS on RIGOR / COGNITIVE
DEMAND
Curriculum Team:
Deconstruct Standards
Map Curriculum Gaps
Curriculum Team:
Cognitive Demand Resources
Project Based Learning
Leaders:
Expect and Inspect Rigor
Common Lesson Plan
National Pathway for Common Core Standards Implementation

Year 1.5
January: Begin Content Focus
Curriculum Teams:
Share Gap Maps
Lesson Modification to Gaps
Continue Rigor
Direct Instruction: Skill Gaps
Secondary Pre-Planning
Readiness: Next Cohort
Leadership:
Classroom Observation / Data
National Pathway for Common Core Standards Implementation

Year 2
COGNITIVE DEMAND+ Content
Curriculum Team:
Resources Across Grades
Vertical Articulation
Secondary Planning
Direct Skill Enhancement
Assignment Resources
Leaders:
Expect and Inspect Rigor
Expect and Inspect Assignments
National Pathway for Common Core Standards Implementation

Year 3
Common Core Overlay
Students:
Read at non-fiction targets
Write at specific targets
Actively engaged critical thinking
Past 4 th grade focus on math application
National Pathway for Common Core Standards Implementation

Year 3
Common Core Overlay
Curriculum:
Is aligned vertically
& Resources shared equally
Reflects Bell to Bell (+1 Mo)
Gaps Filled
Waste Eliminated (+ 1 yr)
START. STOP. CONTINUE.
National Pathway for Common Core Standards Implementation

Year 3
Common Core Overlay
Instruction:
Rooted in Common Standards-based,
Rigor-focused Lesson Plan
Design based up Rigor, Standards,
Project –based learning
Demonstrates Core Competencies
Collaborative: Vertical & Cross Curricular
National Pathway for Common Core Standards Implementation

District Leadership
• Awareness Institute
• Quarterly Sessions / Agenda Item w. Data
• Library / Resource Plan

Initiative Alignment
• Implement through Common Core Plan
Book (Custom)
• Template aligns to LAC, Teacher Eval,
Marzano
• Input from Building Leadership

Curriculum Team
• SchoolTown Learning Community (free)
• Deconstruct 1 Grade / 2 Months
• Begin HS Curriculum Construction
• Create Classroom Activities for CCRs / MPS
• Map out Gaps in Curriculum

Building Leadership
• Awareness
• Leadership Teams / Feed Patterns
• 3 Observation Points aligned to Teacher
Eval
• Build Content Understanding
• High Fliers: Plan Instruction aligned to
CCSS

Teachers: Target Grades
• Awareness & Learning Community
• CCR / MPS Focus to Start
• Curriculum Gap Training / Lesson Planning
National Pathway for Common Core Standards Implementation
Custom: OCPS v1.1 K. Baird

Teachers: Target Grades
• Direct Instruction in Common Core
Strategies
• Classroom Assessment Activities
National Pathway for Common Core Standards Implementation
Custom: OCPS v1.1 K. Baird

Teachers: Next Grades
• Institute Awareness & Capacity Building /
Community
• OCPS Team Independence
• OCPS Lesson Plan Book
National Pathway for Common Core Standards Implementation
Custom: OCPS v1.1 K. Baird

“A teacher affects eternity; he can never tell where his influence stops.”
Henry Adams (1838-1918). The Education of Henry Adams, 20, 1907

START NOW!
Chairman@
CurriculumInstitute.Org
MikeRush@
CurriculumInstitute.org