Welcome! Find your family.Group A

Erik WordalHeather ClementRosa EstarellasShirley Bax

Group BDavid DaughertyDavid JacksonGretchen SmithSusie Rodriguez

Group CKathy BibbyNancy ThompsonSandy SlobigSteve Gunning

Group DCassie CathcartDave BisbeeJon MorrisSuzzanne PhippsRob Hill

Group EJanel MartinKaren NguyenKen FredricksonStephanie Gogonis

Group FAlfonso GonzalezChip FenengaLisa BoyerTory Babcock

Group GDenise HamiltonHarvey GreenJeff McKinnonJen Rasmussen

Group HEphraim RodriguezJeff ReckJoanna LaraPeggy YarnellGenevieve Phillips

Group IAgustin VizcainoAshley CoelhoBrian WallaceMark Peterschick

Group JCris AveryDanielle LagemanDoris BadgerJen Croll

Group KCheryl LeeDiane Siegal

Jake KalkowskiPriya Patel

Group LBilly SivolaJohn ConnollyKrista LishmanTad Bixler

Group MAna ValleJimmy PalaciosJosh McClurgMandy GanzMelanie Dickey

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?"

HOW TO and HOW NOT TO

change a school cultureon Teaching

Not revolution but evolution

Looking at…

What do these numbers mean?

Decipher and Predict

A cognitive activity approach you can use for lots of topics in your

classroom!

The following slides will contain images of various jobs, each

with a unique associated number.

Health Services

Sample:

1300

Working with your table team, see if you can:

1. Discover the meaning of the numbers2. Assign numbers to various vocational paths

Here we go! Below are 4 vocational paths, each with a unique number. Talk

with your team and come up with a prediction about what the

numbers might represent.

Agriculture and Natural

Resources

1510

1300

Retail and Wholesale

13201200

Administrative Services

Information Tech

1100

Now that you have a theory about the numbers, see if your team can put the correct numbers

with each vocation.

Manufacturing Construction

Public SafetyScientific

Research and Engineering

1300 1330 150013701100Transportation

Arts, AV Tech and Communications

1200

How did your team do?

Manufacturing Construction

Public SafetyScientific

Research and Engineering

1300

1330

1500

1370

1100

1100

Transportation & Logistics

Arts, AV Tech and

Communications

1200

Based on your findings, what number would you assign to an average high

school graduate? Discuss and share. ? ?

?

? ?

?

The answer is….

900

Lexile

CCR?

The primary goal of the Common Core State

Standards is college and career

readiness.

Measuring Career Readiness by Lexile

CCR…one more time!

“To be on track today for college and careers, students need to show that they can analyze

and solve complex problems,

communicate clearly, synthesize information, apply knowledge, and generalize learning to

other settings.”

-U.S. Secretary of Education Arne Duncan

Group Task: Reading Text• Choose a text that you assign students

to read early in the school year.• Trade texts with a partner. (Don’t

explain or discuss the text. Just point to where your partner should read.)

• Read your partner’s text for 4 minutes.

Discuss with your partner:

What would have helped you to understand the text better?

At your table:• Create a list of strategies that help students’ to read and understand text on their own

• Be prepared to share with the whole group