The Common Core Institute

Click here to Register

Thursday, January 31, 2013
 
Keynote: 8:30 am - 9:45 am
Dr. Kylene Beers and Dr. Robert E. Probst: It's Rigor, Not Rigor Mortis
Kylene and Bob, best-selling authors of When Kids Can’t Read/What Teachers Can Do; Adolescent Literacy: Turning Promise into Practice; and Notice and Note: Strategies for Close Reading, present pragmatic and highly effective strategies for implementing the Common Core Standards for all students, including diverse learners. – Attend the keynote and get personal with their break-out session!

As we all think about rigor in the classroom, we must wonder what this means for our struggling readers. In this opening keynote, we'll discuss what rigor means -- and what it doesn't -- and also share some during-reading strategies that help all readers, but especially those who struggle, read texts with deeper understanding.

 
Session 1: 10:00am-11:30am
It's Rigor, Not Rigor Mortis Part II
Dr. Kylene Beers and Dr. Robert E. Probst
In this breakout session, we'll continue the conversation we started during the keynote by now sharing before- and after-reading strategies that help students comprehend a range of texts.

Levels of Text-Dependent Questions
Rachel Nowak-Mitchell, Common Core Black Belt & Expert, Common Core & First Nation Students
Creating good text-dependent questions is one of the hardest tasks for teachers implementing the Common Core State Standards. Walk away from this session with practical skills mastering this topic.

In his New York Department of Education address entitled Bringing the Common Core to Life, Dr. David Coleman discusses his study that showed that up to 80% of the questions that students interact with regarding text they have read are not text-dependent. The Publisher’s Criteria for the Common Core State Standards in ELA and Literacy demands that 80-90% of the questions students interact with in regards to text be text-embedded. How, without CCSS-aligned curriculum materials, do we as teachers make this shift? Join us for an in-depth look at constructing text-dependent questions at different levels of cognitive demand, as well as the implications for interacting with higher levels of complex text and evidentiary writing. Emphasis will be on nonfiction/informational text, especially for content area teachers.

I Need a Bigger Plate... Ahhhhh!
LaVonna Roth, Minds that Matter and Expert in Teacher Development
LaVonna cares about the teacher and it shows. Learn practical strategies for releasing stress, leading Common Core change, and integrating the many new Common Core requirements into a cohesive, productive classroom.
Like everyone in Education, our plates get full. Whether it’s a new lesson plan, additional materials, or changes in the school dynamic, we do not have enough bandwidth. But we can change this by understanding what’s on our plate and organizing it effectively.
  1. Participants will vent about all that is on their plates and let it all out through a fun and quick activity
  2. Participants will be engaged in a process of understanding what stress does to the brain for all students, teachers, and administrators
  3. Participants will leave with a bag of ideas for brain breaks and strategies to reduce stress and implement into faculty meetings or the classroom
  4. Participants will be introduced to a template that combines much of what is on their plates into a user-friendly, rigorous package for student success
Practical Ideas:
  • Bag of ideas (to reduce stress and increase the joy of the learning environment, including brain breaks)
  • Easy template that incorporates rigor, differentiation, higher order thinking, and formative assessments – all in one!
  • Brain research (support and confidence) in what you do (as educators), based on understanding the importance of reducing stress in the classroom to be comfortable and confident in what you are doing for both students and yourself
 
LUNCH 11:30am-12:45pm
 
Session 2: 12:45pm-2:15pm
Rigor, Relevance, Relationships = Student Engagement = The Heart of Common Core
Sharon Haddy, Common Core VP of Implementation Services
The Common Core Classroom requires teachers to become effective facilitators who engage, differentiate, and hold students accountable in new and more rigorous discussions. Learn practical, pragmatic, and effective techniques from a Master Black Belt in Common Core engagement. Leading 30+ kids in responsible, Socratic-type discussion is not a cake walk!

Participants walk away with strategies and skills that engage students in collaboration, argumentation, constructivism, and creativity. We learn to create classrooms where students are held accountable for interaction and participation, as well as the roadmap for their own academic improvement.

The Academic Language Demands of CCSS
Dr. Patricia Jimenez-Latham, Common Core Expert: English Language Learners
The Common Core requires significant increases in student (and teacher) mastery of Academic Language. Walk away from this session with practical, pragmatic strategies for effectively integrating Academic and Domain Specific Language into curriculum for all students, including specific strategies for working with struggling readers and English Language Learners.

Participants will engage in dialogue related to the role academic language plays as a gatekeeper to learning for ELLs. You will leave with an understanding of: second language acquisition, knowledge of required language proficiency testing and how to use this data, and how to access English language development standards to support CCSS. Participants will also be given sheltered instructional strategies and techniques to support academic language learning during the instructional delivery process.

Participants will:
  • Understand and define Academic Language and Implications for ELLs
  • Gain an understanding of Second Language Acquisition
  • Learn how to access language proficiency data to guide instructional planning and delivery
  • Learn how to access and use English language development standards to support ELLs
  • Learn strategies and techniques to scaffold academic language and content for ELLs
Teaching English Language Learners and other Diverse Learners in these Accountability Times
Dr. Anna Lisa Banegas-Peña, Common Core Black Belt & Expert, Lesson Design and ELL Students
The Common Core Standards require new and innovative instructional plans to ensure that students meet and master significantly higher levels of rigor – defined by critical thinking, text demand, and communication. This session provides participants with key strategies for accomplishing Common Core Lesson Design.

Participants will learn 3 must have components as part of an instructional plan to focus on students' learning needs.
Participants will leave with the following:
  • A checklist of must have processes and systems which contribute to systemic student achievement
  • Literature on Highly Effective Questioning that promotes critical thinking
  • A brief list of SRB resources that have promoted high learning outcomes for students in other schools serving diverse populations
 
Session 3: 2:30pm-4:00pm
Increasing Student Learning in Students in High Poverty Areas
Angelina McNamara, Common Core Expert: High Poverty Populations
Students in high poverty areas struggle with many issues larger than the classroom. In this interactive session with Angelina, participants discuss the vision, goals, and strategies embedded within the Common Core Standards which directly support the needs of high poverty students. Participants walk away with a deeper understanding of specific, pragmatic strategies to help already-struggling students meet the Common Core requirements for rigorous learning.

At the conclusion of the session, participants will be able to identify 3 tactics for implementation to improve student learning in a high poverty school (this is to increase performance and especially speaks to students that are ELL and SPED).

  1. Making the school the heart of the community
  2. Increasing student-to-student engagement
  3. Using sentence frames and higher levels of questioning to connect students to learning
Participants will articulate the rationale for each of the 3 tactics and support the tactics with processing activities. Participants review research-based evidence from current schools in communities where up to 95% of students fall below the poverty threshold. Ms. McNamara will provide evidence to model the process of building a community around the school by showing where a school begins and how the process positively impacts student learning and family support.

Effective ELL and Culturally Based Strategies
Dr. Guy Archambeau, Common Core Black Belt, US DOE Consultant and Expert, Native American Education

Dr. Guy is one of America’s leading experts on effective educational practices for Native American students and the Common Core Standards. In this session, participants move through a “deep dive” on issues related to the Common Core and unique needs of the Native American and English Language Learner student.

Participants walk away able to:
  • Describe the academic needs of American Indians for Common Core Standards mastery
  • Explain Implications of CCS for ELL and AI/AN
  • Introduce key lesson strategies that incorporate sheltered instruction and culturally based topics into Common Core instruction
  • Practical Tools: Examples and templates for practical school-based application will be provided to design Common Core lessons using sheltered and cultural-based strategies
No Dropouts: Reaching High School Dropouts to Become College and Career Ready
Doug Luffborough, Common Core Black Belt, Founder and Executive Director: Turning the Hearts Center

Doug Luffborough has lived the journey. From a life of poverty and homelessness, he attended Harvard University and founded a leading social services non-profit organization. Today, he sits on the Board of Education for one of America’s largest school districts. A dynamic and engaging speaker, Doug takes participants into a detailed understanding of the precise, effective, and immediate strategies required to reverse drop-out trends and ensure that higher levels of rigor within the Common Core Standards do not translate into higher drop out rates!

Every 26 seconds a student drops out of high school. In fact, research shows that over 1.2 million high school students drop out. This workshop will explore both internal and external factors that cause students to drop out of high school and share recovery and re-engagement strategies for re-enrollments, educational attainments, work-readiness skills, post-secondary education, and workforce placements. A case study analysis of a non-profit organization and charter school collaborative partnership to ensure college and career readiness professionals will be presented.

 
Friday, February 1, 2013
 
Keynote: 8:30am-9:45am
Sharon Haddy: Strategies to Deliver the Common Core Standards that Leave you Energized, Upbeat, and Armed with New Practices
Sharon Haddy, Common Core VP of Implementation Services
You’ve heard about the requirements, the policies, the “shifts”… – maybe even a lot of bull! Sharon Haddy, former administrator and one of the most sought after Common Core Black Belt Senior Faculty, takes us on a practical yet fun, pragmatic but policy-evading journey of key strategies for Common Core Instruction that is exciting and appealing for students and teachers alike.

Leave the depressing, excitement-killing text book at home! Sharon leaves you energized, upbeat, and armed with new strategies to move your classroom from “Common Core Coma” to engaging, stimulating, and rigorous!

 
Session 1: 10:00am-11:30am
Special Ed in the General Ed Classroom: Three Perspectives
Carole Apple District Administrator for Exceptional Student Education
In what ways do the legal implications of compliance with Special Education directives impact the General Education classroom and Common Core initiatives?

The framework for providing specially designed instruction for those students with disabilities and aligned with Common Core standards can be daunting! Participants will take part in the following conversations:
  • Outline the underpinning of the federal mandates to ensure compliance with the laws and statutes mandating the provision of quality assistance to students who require Exceptional Student Education services
  • Discuss the Common Core classroom in terms of collaboration between the General Ed teacher and the Special Ed teacher
  • Analyze current trends in providing specially designed instruction with an emphasis on instructional strategies to assist with providing access to the Common Core standards for students with disabilities
Writing: The Hardest Part of the Common Core
Elaine Roberts, Ph.D., Common Core Black Belt and Faculty Dean, the Common Core Institute; Expert in Common Core Writing Requirements
The new Common Core Assessments will evaluate the highest levels of student understanding through complex writing assessment items. How do we engage struggling students in the writing process? What does the Common Core require and how can diverse learners benefit from Common Core strategies in writing?

Dr. Roberts, one of America’s foremost experts on Common Core Standards for Writing and Dean of the Faculty at the Common Core Institute, takes participants through specific, practical, and effective implementation strategies to ensure that diverse learners are able to succeed at the highest levels of assessment: Common Core Writing!

Reclaiming the Art and Science of Teaching: Investing in the Power of People, not Programs
Scott Bailey, CAO of Washoe County; Linnea Wolters, Washoe County School District Implementation Specialist
Scott and Linnea, Common Core Black Belts currently leading their district towards full Common Core implementation, provide a practical pair of voices from the field.
  • How do you really do this?
  • What are the key road blocks and barriers?
  • Where should you expect early success?
This session provides a real-life case study from an advanced Common Core implementation.

It is a common question in education today: “What does it mean to do the Core?” In actuality, the answer to that question is emerging as teachers engage in new types of work with students and as districts attempt to create unified systems of support for that work. This effort will demand patience, collaboration, collective vision, and trust in each other. Today’s session will explore the efforts of one district to engage in this change process, from both the central office and classroom perspectives. Drawing on work from Common Core authors, the PAARC Content Framework, SBAC claims, and a year of hard won experience, your presenter(s) will highlight key features of Common Core aligned instruction, discuss one professional inquiry that has had profound impact in their home districts, and work with participants to determine plans of action to take back to your educational settings.

 
LUNCH 11:30am-12:45pm
 
Session 2: 12:45pm-2:15pm
Levels of Text-Dependent Questions
Rachel Nowak-Mitchell, Common Core Black Belt & Expert, Common Core & First Nation Students
Creating good text-dependent questions is one of the hardest tasks for teachers implementing the Common Core State Standards. Walk away from this session with practical skills mastering this topic.

In his New York Department of Education address entitled Bringing the Common Core to Life, Dr. David Coleman discusses his study that showed that up to 80% of the questions that students interact with regarding text they have read are not text-dependent. The Publisher’s Criteria for the Common Core State Standards in ELA and Literacy demands that 80-90% of the questions students interact with in regards to text be text-embedded. How, without CCSS-aligned curriculum materials, do we as teachers make this shift? Join us for an in-depth look at constructing text-dependent questions at different levels of cognitive demand, as well as the implications for interacting with higher levels of complex text and evidentiary writing. Emphasis will be on nonfiction/informational text, especially for content area teachers.

Slowing Down and Going Deeper: Close Reading for Struggling Students
Penny Reinart, Common Core Black Belt and Chief Instructional Officer: Common Core Institute
Penny has spent the last 20 years creating curriculum, classroom strategies, and interventions to accelerate reading for struggling students. A participant in the largest reading research studies ever conducted in the US, Penny is an expert in Close Reading and Common Core strategies to accelerate struggling readers to meet the new rigorous requirements.

How can we scaffold students and yet promote independence? The Common Core requires reading at 2 or more grade levels above today’s goals, but my kids are 2 years behind already – how do I solve the problem? How does Close Reading support the most struggling students? How do I know if I am doing Close Reading correctly?

Find the answers to these questions and more! Working with diverse learners to tackle text complexity is a significant challenge. Students (and teachers) require high levels of vocabulary development and strategies for deep understanding of text. This session provides practical, pragmatic approaches for conducting Close Reading to support struggling learners and best prepare them for the Common Core Assessments.

The PARCC Assessment and Accessibility and Equity
Tamara Reavis, Senior Adviser, Achieve
This session will be an overview of the shifts in the Common Core State Standards for English language arts and mathematics and how these shifts are the driving force of the design and development of the PARCC assessment. PARCC is using the Universal Design concept and innovative embedded supports to create items and tasks that accurately measure the targeted knowledge, skills, and abilities for all students. Additionally, PARCC will discuss their work with advocacy groups for both students with disabilities and English language learners to adopt accommodations policies to meet the needs of all students and allow them equity and fairness in accessibility of the assessment.

 
Session 3: 2:30pm-4:00pm
Slowing Down and Going Deeper: Close Reading for Struggling Students
Penny Reinart, Common Core Black Belt and Chief Instructional Officer: Common Core Institute
Due to the popularity of this session, we give you a second chance to attend!

Penny has spent the last 20 years creating curriculum, classroom strategies, and interventions to accelerate reading for struggling students. A participant in the largest reading research studies ever conducted in the US, Penny is an expert in Close Reading and Common Core strategies to accelerate struggling readers to meet the new rigorous requirements.

How can we scaffold students and yet promote independence? The Common Core requires reading at 2 or more grade levels above today’s goals, but my kids are 2 years behind already – how do I solve the problem? How does Close Reading support the most struggling students? How do I know if I am doing Close Reading correctly?

Find the answers to these questions and more! Working with diverse learners to tackle text complexity is a significant challenge. Students (and teachers) require high levels of vocabulary development and strategies for deep understanding of text. This session provides practical, pragmatic approaches for conducting Close Reading to support struggling learners and best prepare them for the Common Core Assessments.

Common Core Mathematics: The Pathway for Native Students to Show What They Know
Heather Raia, Expert: Common Core Mathematics and Native American Education
How do we escape from scripted, direct instruction in mathematics to more engaging and yet effective Common Core math instruction for diverse learners? Using Native American populations as a case study, with application to the broader needs of all struggling learners, Heather pairs her deep expertise in Common Core mathematics with real-life, pragmatic, and practical experience working with Native American and ELL students.

For several years now, many Bureau of Indian Education (BIE) and tribally-controlled schools have used scripted, direct instruction programs to teach students who struggle most with mathematics. What we have found is that within the four walls of these classrooms, the students perform rather well. However, when confronted with novel or authentic tasks that require them to apply the math concepts they’ve learned, they struggle. While basics are certainly critical, Native Students must move beyond rote mathematics in order to truly meet the demands of the Common Core Math Standards. In our session, teachers will identify critical Common Core math content and practice skills at their grade level. Participants will practice planning lessons that scaffold students’ ability to solve high rigor math problems and write constructed responses about their thinking processes. We will discuss ways to make math lessons relevant to the lives of Native Students and how to integrate technology to make activities engaging.

Common Core Assessment Update from the SMARTER Balanced Assessment Consortium
Dr. Susan Gendron
SMARTER Balanced Assessment Consortium Update
A representative from the SMARTER Balanced assessment consortium joins us to give you the latest on the computer adaptive SMARTER Balanced assessments.

Hear directly from those who are creating the new Common Core Assessments, as they provide a just-in-time update for conference attendees. What will the assessments look like, What’s most important, When can we see more assessment examples, and What are some recommended resources?

SMARTER Balanced shares their vision, details, and the updates!

Click here to Register