The ELA and Literacy resources homepage (also start at the Kansas Common Core page to see all they have available) offers a vast and useful set of resources ranging from powerpoints, visual maps, and videos to training modules, graphic organizers, and vignettes on specific instructional practices. The following are only some of the highlights of the resources offered by Kansas, which seem the most compelling for schools and districts anywhere trying to implement and transition to the common core.

Text Complexity Resources: Much of this information exists in several different places, but Kansas has localized all of their text complexity resources in one place. They provide all the documents necessary to “understand” how text complexity is determined as well as several worked out examples to help ground the conversation. The intents of their set of resources is to build competencies and really enable an educator(s) to walk away with solid conception of text complexity. Below are some snapshots of what you will find on text complexity:

Grade-Level Band Resources: Kansas organizes the resources by the text complexity bands, which allows the set of resources to truly embody the text complexity framework. In addition, each of these bands are grouped into “summer academies” so that these bands also become the professional development groupings for ELA. Everything about this seems to work together to make an incredible set of resources. There are built in a PD environment and nested within a key part of the common core standards. Here is a link to each of the grade level bands and beneath them a set of screenshots of what you will find!):

- Grades K-2 Band
- Grades 3-5 Band
- Grades 6-8 Band
- Grades 9-12 Band: This band is particularly cavernous and an adventure into a wealth of resources. From here this “summar academy” directs you to a wiki where teachers have posted an amazing amount of lesson plans, templates, etc. Definitely worth an exploration by secondary teachers. VAST!

*Special thanks to @ChristinaHank for pointing me toward the outstanding resources on text complexity as well as PD modules on common core.

Lastly, don’t forget the flipbooks in mathematics! A great resource that pulls together the work of several states around unpacking and interpreting the standards into one document! Really an amazing, practical, insightful, and helpful tool.

]]>New York has done us all a great service by producing a set of high quality modules both for their teachers and any others willing to take a peak. It chalked full of great moments and am sure it can serve as a great resource for any Algebra 1 teacher looking for problems, student experiences, a scope and sequence, etc.

Here is the description from this website maintained by Jeanette Stein:

“Algebra 1 Teachers is a tool that will help with Algebra 1 scope and sequence using the new Common Core State Standards. Lesson plans, assessments, activities, organization, and even tips on keeping your sanity will be addressed on this website and in my newsletter.”

This is a compilation of resources from around the web as well as specific documents created by teachers do address the common core state standards. It is organized by unit and standard to offer both resources as well as a reasonable scope and sequence for Algebra 1.

**SAS Curriculum Pathways Algebra 1**

Here is a brief description of this online course:

“SAS Curriculum Pathways has launched a free Algebra 1 course that provides teachers and students with all the required content to address the Common Core State Standards for Algebra. Available online, the course engages students through real-world examples, images, animations, videos and targeted feedback. Teachers can integrate individual components or use the entire course as the foundation for their Algebra 1 curriculum.”

This is a complete online course for Algebra 1 designed around the Common Core State Standards. This product was not a pre-existing course adapted to common core, but is built from the standards. It can be used in its entirety or the tools and individuals lessons offered can be used individually according to course needs.

HCPS describes the purpose of this site in one quick sentence:

“On this site you will find information and resources to help you effectively implement Common Core Algebra I.” Sounds good!

This site not only provides a scope and sequence (while they are using the Holt Algebra 1 text, their materials are not tied to this particular textbook), but also links strong mathematical tasks (developed by the Maryland Algebra Task Force) to each standard covered within a particular unit. They also, and this is really great, have certain lessons where they have attempted to specifically embody lessons that incorporate UDL lesson design principles.

In terms of navigating the site use the Unit 1 link (Unit 2, etc.) in the sidebar to get specific units where tasks and lesson resources are embedded.

Here is a brief description of their Algebra 1 course:

“This course consists of five units aligned to the Common Core. Each unit culminates in a project that utilizes mastery of conceptual understanding taught in the individual lessons.

Unit 1: Relationships between Quantities and Reasoning with Equations

Unit 2:Linear and Exponential Relationships

Unit 3: Descriptive Statistics

Unit 4: Expressions and Equations

Unit 5: Quadratic Functions and Modeling”

One of the unique things this course offers are the culminating, interactive projects at the each unit (Here is the link to the project at the end of Unit 1). In addition, this course includes assessments, lesson plans, problems, etc. that can be used by a teacher at their discretion. All of these resources went under review by Curriki staff and so have a level of rigor and oversight that makes them particularly worth the click.

Mathematics Assessment Project

Here is the overarching goal of this project:

“The project is working to design and develop well-engineered assessment tools to support US schools in implementing the Common Core State Standards for Mathematics (CCSSM).”

This project offers a series of high quality lessons, assessments, and professional development modules that are clearly aligned (alignment explained too) to the common core state standards. Most of the tasks, even the middle school ones, are extremely useful and powerful tools for the math classroom. These are truly amazing resources and I have found them to work amazingly in my own classroom. If you want to know how I am using them in my classroom and why I love them please tweet to me @dgburris.

Three Acts Math and Dan Meyer’s Algebra Course

The greatest teacher thinker and blogger in mathematics currently around freely shares to great resources for Algebra 1. The first is his Three Acts Math Lessons (now about 25 of them), which are aligned to the common core and really capture critical thinking and problem-solving as well as the mathematical sense intended to be capture in the Mathematical Practices. While many of the lessons are aligned to 7th and 8th Grade standards they are all very relevant for the Algebra 1 classroom.

The second is his set of slides, videos, and handouts he used (he is now a graduate student at Stanford) when he was teaching Algebra 1. The link to all of his course documents can be found here.

A fantastic resource for teachers looking for authentic problem tasks that richly explore mathematical concepts. These problems are common core aligned and can be searched according to standard. A fantastic resource from a dedicated educator.

Dana Center Scope and Sequence Algebra 1

The Dana Center in Austin Texas is one of the key developers of the PARCC prototype items. They have released an Algebra 1 scope and sequence as well as Geometry and Algebra 2. The document while obviously based on the standards is also informed by the PARCC model content frameworks. It is a very thoughtful development and is also useful document for teachers in SBAC states.

The Dana Center also has a host of resources that are continually being updated at their Common Core Toolbox.

]]>This post is broken into a reflection and set of Resources (click here to skip to them). I hope both are useful!

Problem-Based Learning in mathematics is really blossoming and reaching a much larger audience. Why it is blossoming now, I am uncertain, but some of my initial thoughts are listed below:

- attempt to address possible lack of student engagement in the classroom
- attempt to infuse math curricula with more authentic, “real-world” scenarios
- attempt to leverage the new ease of creating and interacting with content through technology and integrate it into the classroom experience
- attempt to find a middle road in the “math wars” by creating problems that integrate procedural skills with conceptual understanding in rich contexts (mathematical or “real-world”)
- attempt to link mathematics to broader set of skills around critical thinking and conversations on 21st Century Learning
- attempt to meet some of the demands associated with or articulated within the Common Core State Standards for Mathematics both in the content and practice standards

If these are true or not, I’m not sure. It could just be math teachers find them more interesting or that content creation has grown beyond publishers and the “math” diet has broadened. Whatever the reason, the “problem-based learning” thing is producing some really great stuff AND it is aligning it to common core. I think that fact is important in the ongoing debate about common core. Here is another list of why this is important:

- Illustrates that common standards do NOT stifle creativity.
- Demonstrates that common standards do NOT dictate any particular curriculum (see 1 above for another version of this). Problem-based learning is just one of many translations of common standards into the classroom.
- Provides a common ground for teachers to learn from, interact with, and build upon a variety of different content creators across state lines.
- Promotes conversation about great instructional practices out of a shared commitment to comment standards.
- Stimulates a deep conversation on the mathematical practices, particular “Model with Mathematics.”

There are many more, I’m sure and I welcome comments and insights in the comments below. Please add your additions or criticism to improve the post!

One of the best, clear, and reflective posts on problem-based learning comes from Geoff’s blog. His post, “Things that are Good: A Problem Based Learning Approach in Mathematics” helps frame the discussion on problem-based learning from the perspective of a teacher who is always looking to improve his practice, engage students, and encourage a love for and the ability to do mathematics. He is cobbled together from across the web a variety of quality problems into common core aligned curriculum maps ranging from 6th grade up to Algebra 2.

Problem-Based Learning Curriculum Maps:

http://emergentmath.com/my-problem-based-curriculum-maps/

There is so much to learn from Robert Kaplinsky! Where to begin? First, if you have the time, read his excellent description of problem-based learning, entitled “Problem-Based Learning for All: The Four C’s.” The Four C’s that he develops are: communication, curiosity, critical thinking and content knowledge. A concise statement about why problem-based learning is a powerful modality for the math classroom.

Second, the lessons! Find a superbly organized and well developed set of lessons spanning the common core standards. I recently did Dr. Evil in class and it was a great way to get the conversation on exponential growth, inflation, and time value of money going!

Last, but certainly not least is the “how to” guide. While the lessons are detailed and full of the “how” of implementation he has also articulated an excellent set of personal, department, or school-wide professional development tools on questioning. Really amazing and the kind of instructional reflection and support that anybody needs to do this type of instruction.

Dan Meyer’s has put a frame around problem-based learning that is rooted in engagement, questioning, curiosity, and the revelatory power of mathematics. His “3Act Math” has taught me a great deal about learning and the role of narrative in the math classroom. He explains the overall “lesson design” of 3Acts on this post, “The Three Acts of a Mathematical Story“and has recently started a journey into “how” to teach the acts. His narrative of how to teach Act 1 is entitled, “Teaching with Three Act Tasks: Act One.” Dan has also done great work exploring questioning and its role in learning mathematics with his site, 101 Questions. The well known work of Dan Meyer has spawned other three act task developers, including Andrew Stadel. I have included his spreadsheet of links as well.

Dan Meyer: https://docs.google.com/spreadsheet/pub?key=0AjIqyKM9d7ZYdEhtR3BJMmdBWnM2YWxWYVM1UWowTEE&gid=0

Andrew Stadel: https://docs.google.com/spreadsheet/ccc?key=0AkLk45wwjYBudG9LeXRad0lHM0E0VFRyOEtRckVvM1E#gid=0

Fawn Nguyen is an engaged educator who loves mathematics and thrives on developing, encouraging, and harnessing students as problem-solvers. She has a couple of websites and a very detailed blog about how problem-solving happens within her classroom. Her home blog is simply http://fawnnguyen.com/, and it holds detailed descriptions of questioning sequences with students around problems, reflections on practice, and other ideas around teaching mathematics–there is so much to learn there (at least there is for me). She also does an excellent job practicing what she preaches around questioning. She has a brief post on questioning in the math classroom here. Lastly, she narrates her classroom experiences or 180 days on a blog entitled, “180 Days of Math at Mesa.”

Is a project funded by the Utah State Office of Education to create a common-core aligned integrated mathematics curriculum for high school. Many things are unique about this project and really require a second look, but for the purposed of this post MVP represents an entire curriculum built around meaningful problems and classroom experiences engaging those problems. It is also a dynamic curriculum in that as you use it (as you see fit) you can provide feedback on specific aspects of it. The team at MVP actually wants input! The philosophy around problem-based learning embedded in the project can be found in a few presentations and files that they have generously posted.

The state of Georgia has re;eased sets of problems for classroom use k-12 on their Common Core GPS Mathematics site. The curriculum guides, as they are called, are a series of tasks that vary between purely mathematical and “real-world” contexts and really push on the conceptual development of ideas. The guides range k-12 with some really solid work spread throughout, including some robust problems through which students investigate the major work of the grade (guides also include collaborative activities, hands-on activities, sorts, etc.) The two pictures below will show you how to navigate to them!

Another side of problem based learning is examining completed problems and analyzing what they reveal both in terms of approach and misconceptions. A great crowd-sourced website of math mistakes is found at Math Mistakes. As the site suggests each of the posted problems are “more or less” common core aligned and are nicely organized according to standard. The Mathematics Assessment Project also does a great job of investigating “math mistakes” through their problem-solving lessons. They are also a great tool in this vein of problem based learning and provide a particular instructional approach to examining student responses to problems as a way of learning.

Is a joint project between Dan Meyer (mentioned above) and Buzz Math and is another look at problem-based learning that begins with experience and pushes the translation of that experience into mathematical modeling. It is really beautiful work and situates math as a practice or modality that teases out variables and their relationship graphically. Definitely a place to inflect problem-based learning in a new direction. I am currently thinking through this site toward classroom experiences involving “writing stories,” “acting stories,” and “creating stories.”

There are so many more places like The Math Forum, Yummy Math (awesome!), Inside Mathematics, Park School of Baltimore, Phillips Exeter Academy,… Let me know others that you like and add them to the comments!

]]>The evolving perspectives on “close reading” and its place within the common core have started to yield a wide variety of different perspectives and a set of excellent resources. The set of resources below is by no means exhaustive, but represents some of what I hold as key thoughts on the topic. Please use the comments to recommend more!

This post is split among thinkers and resources. I’ll start with the thinkers, knowing that this distinction is arbitrary-plenty of “resources” to be found in their words too!

Christina Hank

For me it all started with Christina Hank (@ChristinaHank) and her initial reflection on how taking close reading seriously led to shifts in instructional practices within the classroom. See her great piece ‘Defining “Deep Reading” and Text-Dependent Questions.’ The part that captures her shift in instruction is below:

“If I were to teach my

Butter Battlelesson again, I would start with reading and get rid of all the frontloading. I would present them with the whole Thanksgiving turkey and have them dig in on their own. I would then guide their learning by pre-planning questions that make them dig deeper and deeper into the levels of meaning: How does the use of the phrase “kinks in his soul” define the view the Yooks have of the Zooks? What causes VanItch to “look quite sickly”? What is Dr. Seuss saying through the growing intensity of the weapons? Why does Dr. Seuss end the book with the “Big-Boy Boomeroo” standoff?”

A post written with a great teacher voice and deep respect for the craft of teaching.

Dr. Dea Conrad-Curry

Dr. Dea (@doctordea) has written extensively on close reading both directly as well as embedded within many of her posts. Here is a link to her posts that include some conversation on close reading on her blog at Partner in Education. The one that really helped me frame this topic and really changed my perspective was “Common Core & Close Reading: An Outcome not a Reading Strategy.” Here is the heart of the post that unfolds throughout:

“… close reading is not a simple one-step technique to be taught but the outcome of applying knowledge of language structures and conventions in the analysis of a text in order to discern a subtle message, or understand a complex concept, or to evaluate text efficacy.”

Dave Stuart, Jr.

Teaching the Core (Stuart’s blog) is a wonderful journey of one teacher wrestling with, making sense of, and delivering on the common core in a classroom on a daily basis. This blog is full of insights and lesson learned, one of which is on “non-freaked out” version of close reading at the end of three posts on common core implementation: Part 1, Part 2, Part 3 (Close Reading post!). He are some of his words on the “why” of close reading:

“why we give our students the opportunity to close read:

- close reading slows us down and allows us to interpret difficult passages;
- it keeps us focused on our purpose for reading (e.g., finding a claim to argue with);
- it leaves us “bread crumbs” with which we can find our way back to our thinking later on, like when we’ve got to write a paper or prepare for a discussion.”

Mary Ann Reilly

A scholar, thinker, wonderer, aesthete, philospher, and coach to all who reads her words, Mary Ann Reilly has many posts on this topic situating it as a construct among many. Her posts, “Close Reading and the Arts: BE the Body,” provides a fresh look at the topic and links it to both arts and the body. Here is her articulation of the relationship:

“So what does attending look like?

What does it sound like?

How does it move across a room? How do you stand inside it? Feel it?(Shh. We mustn’t forget we have bodies and sit about like big heads — [thank you sir ken robinson for such a vital image]).

Again Gee (2011)

When a person has images, actions, goals, and dialogue to attach to words, they have an embodied understanding of those words. When they can only substitute otherwords, like definitions, in order to understand words, they have only a verbal understanding (Gee 2004).So close reading is an embodied reading–it our intention to meet word with the physicality of self and know the first through the former.

The arts open such possibility, yes?”

Make sure to read to the end of this post where modes of embodiment are listed. A great set for teachers to think through when thinking about making close reading literally come alive in your classroom.

Nancy Boyles

Nancy Boyles provides both a general overview, practical advice, and some reasons for why she sees the emphasis on “close reading” as a good development in her ASCD blogpost, “Closing in on Close Reading.” Here is one of many great quotes from that post:

“You might identify these ideas: examining meaning thoroughly and analytically; directing attention to the text, central ideas, and supporting details; reflecting on meanings of individual words and sentences; and developing ideas over the course of the text. Notice that reader reflection is still integral to the process. But close reading goes beyond that: The best thinkers do monitor and assess their thinking, but in the context of processing the thinking of others”

If you have limited time, this is a great post that captures the big ideas coupled with practical strategies.

(Will grow this list as I am able to! Please add additional classroom resources on close reading in the comments.)

Odell Education: Reading Closely for Textual Details Units

Odell Education has produced some of the highest quality ELA work of anyone. Their initial work on Evidence Based Claims was made available by EngageNY and is an exemplary model both in the reading and interpretation of the standards, but also in the quality of the work itself. Their work has continued and they have released their set of units 6-12, Reading Closely for Textual Details Units. The units are beautiful in their scope, attention to detail, structure, thoughtfulness, and commitment to the standards. The units are complete with lesson plans, strategies, handouts, rubrics, etc. Here is a screenshot of the texts found within a 9th Grade Unit (click to enlarge):

Achieve the Core: Common Core Close Reading Sample Lessons

Achieve the core has been supporting implementation all along the way and with the redesign of their website they have provided a host of new resources, including Common Core Close Reading Sample Lessons. The sample lessons span literature and fiction as well as grade levels. Here is a screenshot of some of the middle school literature lessons (click image to enlarge).

]]>Arizona: Common Core State Standards Initiative. Arizona has done an exemplary job unpacking and interpreting the standards in both ELA and mathematics. In both, especially in math, they also offer exemplar problems and instructional approaches to each new standard in their grade level documents. A practical and useful set of state resources for a teacher revisiting their curriculum.

See the grade level documents for both Math and ELA:

_________________________________________________________________________

Mathematical progressions from Bill McCallum and University of Arizona are a must use and see! They explain how the k-8 standards build and progress from k through 8 across key concepts. These progressions include examples and unpacking of the meaning of the standards.

Here is what they are intended to do:

“The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children’s cognitive development and by the logical structure of mathematics. These documents were spliced together and then sliced into grade level standards. From that point on the work focused on refining and revising the grade level standards. The early drafts of the progressions documents no longer correspond to the current state of the standards.

It is important to produce up-to-date versions of the progressions documents. They can explain why standards are sequenced the way they are, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics. This would be useful in teacher preparation and professional development, organizing curriculum, and writing textbooks. Progressions documents also provide a transmission mechanism between mathematics education research and standards. Research about learning progressions produces knowledge which can be transmitted through the progressions document to the standards revision process; questions and demands on standards writing can be transmitted back the other way into research questions.

This project is organizing the writing of final versions of the progressions documents for the K–12 Common Core State Standards. The work will be undertaken by members of the original work team of the progressions and also by mathematicians and educators not involved in the initial writing.”

**Math:**

A site for anyone in the building, district, or private sector that is involved in math education. This particular page from the site is a link to their ever-growing set of resources directly related to the common core; however, the large site will reward anyone who spends time reading and opening its many links. It is particularly well-suited as source for professional development in mathematics both as it relates to the common core specifically, but also math education in general.

I can’t help but direct you to their amazing set of resources on fractions–a must see.

**ELA**:

Tulare County has done an amazing job, especially in unpacking, translating, and grounding each of the ELA standards into actionable curriculum documents. They have made templates as well as bookmark size descriptions of the standards. A wonderful tool for ANY ELA teacher looking to get leverage on these standards.

Achieve the Core is a growing site assembled by Student Achievement Partners to collect tools made by and for teachers to help with implementation of the common core state standards. It currently has great documents to begin looking at the standards for both ELA and Math teachers and promises to hold a growing bod of exemplary models for reimagining or refining your curriculum.

The particular items I found helpful to get started are under “Steal these Tools” on the home page:

]]>This is the site of Tennessee’s clearing house for curriculum. From this page you can access a plethora of ELA, Mathematics, and Science resources. When clicking to ELA and Math for common core resources (they are still under construction), they are subsequently divided into grades with wonderful visual organization of the standards and links to resources related to that standard. A great, constantly-developing site.

Jordan-Granite Consortium, Utah

These two districts have separately and together provided an amazing number of resources in both ELA and Math (with some very compelling work in Mathematics). While there is an amazing number of resources, I will try to spell out some of the most salient. The ELA resources are district specific, but the math resources are at both the district and the consortium level (as far as I can tell). The consortium level work on mathematics contains some really wonderful resources!

- Elementary ELA Resources
- Middle School ELA Resources
- High School ELA Resources
- Elementary Math Resources
- See Jordan-Granite Consortium links below for middle and high school mathematics

Here just a few pictures of what you will find with some faithful clicking at the Jordan District links above:

The Granite District has provided us all curriculum maps in ELA and Math as well as an **awesome** k-12 vocabulary program (vocabulary cards, implementation strategies, PD, etc.) among other resources. This site seems to be growing so it is a good place to check back to and see what is developing. The list below is just a sampling of the resources they have put together.

- 7-12 ELA Curriculum Maps
- 9th Grade Common Core Wiki (in development)
- Elementary Math Curriculum Maps
- Secondary Math Curriculum Maps
- k-12 CCSS Vocabulary
- Dual Immersion Math Vocabulary (Chinese, French, and Spanish)

Jordan-Granite Consortium Mathematics

The resources here are constantly expanding, shifting, and improving, but above all else inspiring for districts looking for models of digitizing their curriculm, aligning to common core, and producing quality instructional supports and resources for teachers. Any 7-12 math teacher should visit this to see what they are doing.

There is so much on these two websites that it is hard to prioritize or even list where to begin. I encourage people when they visit the Middle School link to go to the tabs for “7th Old” and “8th Old” where they have a complete year of work that is common core aligned/designed and has excellent resources. If you are overwhelmed, e-mail me and I’ll tell you what I found helpful

Middle School Mathematics (7th and 8th–remember to look at 7th old and 8th old!)

Seconday Mathematics (HS)

Oakland Schools has employed Rubicon International to organize and digitize their curriculum maps k-12 using the common core state standards. It provides a wonderful architecture to their work as a district and allows for the connection of their scope and seqeunce with instructional resources. When using the filter in the search box select “Common Core” under the school field to only search within the maps for common core or select “Common Core” under the map type field.

Clark County Public Schools Literacy Wiki, Kentucky

As many of you know Kentucky was the lead state in common core implementation and Clark County has established this wiki and shared their work with us all. The site contains an enormous amount of information and includes lesson plans, assessments, and several types of instructional tools and supports a teacher uses in their day-to-day classes. Here are a bulleted list of some of the components you can find on the website that I found particularly helpful, insightful, or new; however, every page of the wiki is worth a click or two!

Deconstructed Standards (divided by grades and by reading, writing, listening, and speaking)

Middle School On Demand Writing

Middle Schools Language Standard Checklists

Middle School Assessment Blueprints

High School Language Arts Standards Checklists

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These sets of unpacked standards are great to refer to as teachers really start to dig into the standards and want a second opinion on their meaning and how to start seeing them in their classroom. The North Carolina unpacked standards are a great companion to the Common Core State Standards.

Here is a link to the ELA standards unpacked: ELA Unpacked Standards

Here is a link to the MATH standards unpacked: Math Unpacked Standards

*Kansas has translated these unpacked standards and added some additional information in their grade level flipbooks for mathematics. Very cool and user friendly!

Utah has a plethora of resources that cascade down their Common Core homepage. Nearly all are worth a click and send you to a range of resources from technology, to news, videos, templates, lesson plans, etc. UTAH has done an amazing job! The links highlighted belwo are just a few of the things I discovered that were helpful and new to me.

Unpacked Math Standards:

They have taken the unpacking of standards even further than North Carolina and have really explored the standards at the cluster level. Look at the series of screenshots below to see what they do for a single mathematical standard 5.0A.3. Wonderful.

**To access the unpacked math standards** scrolldown on the homepage to Math.

With this work in both ELA and Math and their rich unpacking of the standards, they have also developed lesson plans that are cross-linked with the standards. They are multiple ways to get to the lesson plans, but the homepage for the lesson plans is located here.

Utah is developing curriculum maps, tools, lesson plans, and other resources each summer through their “Core Academy.” Teachers gather, collaborate, and share their work with the world. Here is the link to the ELA resources from 2011 and a link to the math resources I could find (I am looking for more!) screenshot of what you will find once you click on these links.

Jordan and Granite Schools: District-Wide Implementation

This is a gold mine full of hard work and thought that represents a scope of implementation that is hard to find anywhere else. I will try to outline some of the big links to collections of great resources, but the work of these districts deserves a great deal of time for those interested in implementation from a classroom teacher to a principal or superintendent. I have included links below and a gallery of screenshots of what you will find here.

ELA 6-12 Resources (a lot of things to click, but some wonderful resources here)

Secondary Math Resources (very strong unit design and wide selection of performance tasks and formative assessments)

Middle School Math Resources (very strong unit design and wide selection of performance tasks and formative assessments)

More to come on this post, but wanted to get it up and out there. Utah has a great deal to offer us all!

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