Simple Twist to Enhance Pop-Ins

I just had a great experience that I wanted to share with everyone.  So, we all have to do observations - especially pop-ins just to check and see how things are going.  I have really been thinking about how to make pop-ins more purposeful and use them to build teacher capacity as well as to inform the administrative team on how our school is doing on implementing our 1:1 and Bengal Instruction Frames (https://drive.google.com/file/d/0B1uNXkGwMWBIRWpJbGh6dFFoU0E/view?usp=sharing).

So, what I have been doing is observing for a few minutes and taking 3-5 points of targeted evidence (interviewing students about what they think the objective is, how students know they are successful, etc.), and I share it with the teacher.

Rather than give feedback, I send the teacher a prompt about what I was looking at, and then I ask them to tell me what their reflection is and next step.  The teacher then responds, and I get much richer information than I would have gotten by just popping in for a few minutes.  Additionally, I get to start a dialogue with the teacher where I can provide assistance or highlight great practices, especially once I get additional context. 

What I've noticed:

*Teachers assess themselves and don't require my specific feedback

*Teachers directly ask for specific assistance if needed

*Teachers share highlights or extend invitations as a result of the dialogue

I like this because just leaving a brief note sometimes seems like dropping a rock down a deep well - you don't really know if it found the ground.

How are you using your pop-in visits to build capacity or strengthen school initiatives?  Any recommendations from the vets?

EXAMPLE FRAME:  

I am following up on my classroom visit.  As shared in the weekly announcements, our focus this 2nd quarter is the use of success criteria.  Following this, we look for: your posted objective and agenda (administrative expectations) and ask three students in your class two questions, "What are you learning today/what skill are you learning/practicing?" and "How do you know you are successful/have mastered the lesson?".

Your objective was: .

Your three students responded:

What are you learning today/what skill are you learning/practicing?	"How do you know you are successful/have mastered the lesson?"
S1:	S1:
S2:	S2:
S3:	S3:

Based on your students answers, what are your reflections and next steps?

More than Text Complexity: Supporting Text Alignment

As we delve into Common Core some of you may have noticed a nefarious problem lurking beneath several literacy lessons.  As we stress text complexity and the Common Core standards, we need to take the time to ask one simple question, "Does the text match the instructional objective?"

Even before the Common Core standards became a curriculum driver, the issue of text alignment has been an issue.  Too often, both administrators and teachers assume that any standard can be taught with any text. This could not be further from the truth.

Imagine learning about cause and effect, but there is only one example of cause and effect in a two or three page article.  Can you imagine the confusion, the off-topic discussions, and outright incorrect answers that students will be giving? And then, there is the judgement that the students have an issue with reading texts because the targeted skill actually does not appear in the text, or, that the teacher's instruction does not help students grasp skills.

When selecting texts, text complexity is only one consideration, and I would say that it should not be the first consideration.  Readability and text complexity can easily be judged by doing a copy and paste into a word processing document.  Text alignment cannot.

Text alignment requires that the teacher select an article that matches the targeted instructional objective, that matches content objectives, and that is engaging enough to help students learn.  This can be a tall order, and, to be honest, I often wrote or patched together articles for my own classes to save myself from what can be an arduous search.

So, when I support teachers in looking for texts or evaluating texts, I give these guidelines:

1.  Check the titles and subheadings; pay attention to genre and text purpose.  Most textbooks are expository texts that are written with explicit meaning.    They are great for teaching things like BASIC chronological order and BASIC cause and effect.  They are not great for more complex understandings.  I, personally, preferred articles and encourage teachers to use articles over textbooks because they provide more flexibility.

If you are trying to teach argumentation, the title should clearly be an argument.  If you are trying to cause and effect, the title should clearly indicate that it is about cause and effect.  The sub-headings will help you understand how the text is organized.  This level of clarity is a hallmark of disciplinary writing.

2.  Make sure there are 5-7 examples of your target standard/objective available in the text.  You need enough exemplars that students have something to find.  If they can't find it, they will start making stuff up because they assume that if the teacher gave them the reading, it must be there.  This is the "Emperor's New Clothes" of literacy-based lessons.

You have to read the text, mark your example, and understand what miscues are present before you give it to students.  Additionally, you must be prepared that everyone's interpretation of the text will not be the same (that's why textual evidence is so important).  Having multiple exemplars deepens the discussion and can help the class come to consensus.

You also have to know how to divide the text up - the worst thing is to send kids into a jigsaw when their assigned texts only has part of the information that they need.  Knowing the text prior to class will build in this flexibility.

3.  Determine whether the text gets to the skill by being explicit, generalizable, or inferential?  This tells you WHEN you can use the text.  It is painful to see kids struggle with an inference that has to be developed over multiple paragraphs when they are just learning a skill.  This also goes to text complexity.

Explicit texts should be used for introductory instruction.  Explicit mixed with some generalizable and/or inferential for intermediate instruction, and a text that is totally inferential (philosophy is often like this) should be saved for advanced instruction (like AP or IB courses or when students have demonstrated the ability to grasp this level of text).

Generalization and inferential texts require scaffolding as students learn to deal with them and cannot be given without explicit instruction of how to deal with them.

4.  Create a reading prompt.  The reading prompt should give a brief overview of the article(s).  It should explicitly state the skill that students are learning and practicing, and it should state the specific steps that they should use in reading the text.  

This will ensure that your texts are aligned to your objective and help you see any possible gaps that you might need to address in planning or instruction.

NOTE: You should provide 2-3 strategies that students can choose and use when reading the text.  A strategy is only a strategy when it is used to solve a problem; otherwise, it is your instructional activity.  This means that students have to choose, not you.

What alignment advice are you giving teachers?  Has anyone tackled this issue head on in their school?

Conducting a Post-Observation Conference Using a Framework

In framework observation cycles, the post-observation conference gets to the meat and potatoes of what we do every - the impact on student learning.  But, sometimes this opportunity is missed because we spend so much time on teacher practice.  This can lead to a negative conference because you have two education professionals arguing about practice rather than focusing on student outcomes.  I tell teachers that I don't care if they lecture, worksheet, or stand on their head for the class period as long as it is effective and has an impact on student learning.  This shifts the focus from whose educational philosophy and approaches are right to "are our students learning?".

NOTE: The quality of the post-observation conference depends heavily on the evidence collected during the observation.  It is important to collect a range of data that matches your framework - this means that you need a mix on teacher speech/events and student speech/events.  The more times I go through these cycles, the clearer I am about what to collect.  This is my running list: 

* the objective/agenda of the class                     *overview of boards and classroom walls

*excerpts of teacher instruction                          *excerpts of student interactions

*excerpts of student/teacher interactions            * time stamps for the excerpts/transitions

*samples of student work produced during class (literally typed into my notes or with pictures I take with my phone).

This year, I have learned to provide the observation notes to the teacher immediately after the observation (I send it while I'm still in the class); this has made the conferences more effective even if it takes me some days to finish my tagging and schedule the conference.

Teacher Leads, I Listen. So, during the post-observation conference I let the teacher lead.  Here, the teacher has the opportunity to demonstrate and highlight their effectiveness in the classroom.  In this case, I cluster the questions, but, at this time, my job is to push for the teacher to share evidence with me that support their conclusions.  Teachers can use evidence from the classroom observation notes, student work samples (if they bring them), or any other data collection tool that they have (i.e. Gradebook).  

The ratings are the very last thing that we talk about in the conference - it has been my experience that by the time we complete the conference, very little time is needed or desired to talk about the ratings because the teacher has already come to the same conclusions that I have 98.5% of the time - any time that there is a difference of opinion, we go back to the evidence.  I do not share ratings before the conference, but I do share comments before the conference.  I always enter into the post-observation conference with the mindset that a rating might change based on my conversation with the teacher.

Depending on the teacher and the effectiveness of the lesson, post-observation conferences usually last 15-25 minutes.  Teachers who need additional coaching and/or resources usually work with me for the whole 45 minutes with some type of follow up meeting.

The Questions.  

1.  How do you think the class went?  Was the class effective - did students master the objective?  Evidence?

2.  What went really well?  What didn't work?  What would you keep/change if you taught this lesson again?  How did it impact what you did the next day? Evidence?

3.  What did you learn from this observation cycle?  What will you focus on as a result?

Professional Development Plan.  This is where I share my conclusions using the rubric components and descriptions - not ratings with the teacher.  I also hold myself to the same standard of evidence during this conversation.  We talk about:

1.  Celebrations - what the teacher has done well and the impact of previous professional development (2-3 things the teacher did really well), using evidence from the observation and/or shared.

2.  Suggested Areas of Improvement - identify no more than 2 high leverage components that teacher might think about working on (3 if closely related) and the rationale, using evidence from the observation and/or shared.

3.  What we both agree will be the next component foci will be and next steps including any resources that the school can and will provide.

The Ratings.  For those of you with a detailed framework, you know it can be tedious to try to get a pre-assessment for every component of the rubric; I focus on the Domain overall using the rating names and brief descriptions of what the ratings mean.  This is how you'll know that the first part of the conference was effective - teachers should be able to give an accurate rating and pinpoint their strengths and weaknesses.

Domain 1 (Planning) - Based on this cycle, where do you think you are at with planning?  Unsatisfactory - you need more training and assistance, Basic - you need some assistance and feedback, Proficient - you have this mastered, or Distinguished - you're an expert?  Strengths/weaknesses?

Domain 2 (Classroom Environment) - Based on this cycle, where is your classroom environment?  Unsatisfactory - Need support to move to a learning environment, Basic - OK, but inconsistent, Proficient - You are in control of the class, or Distinguished - You're in control and the students are helping you to manage? Strengths/Weaknesses?

Domain 3 (Instruction): Based on this cycle, where is your classroom instruction?  Unsatisfactory - its effective for only a few students, Basic - it's effective for some students, Proficient - it's effective for most/all students, or Distinguished - it's effective for all students and the students contribute to their learning? Strengths/weaknesses?

The Big Reveal.  After we complete the protocol, I then show the teacher the screen with all of their ratings.  I give them a few minutes to review and ask, "Are there any surprises?"  Most of the time, there is a resounding, "No, I already knew that - we talked about it".  Sometimes, there are questions about 1 or 2 ratings, and, in those cases, we go the evidence and compare it to the rubric until we come to an agreement.

So, this is my post-observation protocol.  If you would like to read about my pre-observation protocol, you can follow this link:  http://principalinstruction.blogspot.com/2014/11/conduction-pre-observation-conference.html.

Looking forward to hearing your feedback and any best practices that you have learned.

How to Personalize Your School Data: Get Muddy

Once upon a time, I had time to troll through tons of data. I was a teacher.  I was a literacy/data coach.  I was an assistant principal, and then I became a principal.  And, all of that time that I had to scroll through data and make charts was gone.  I thought I lost part of what was one of my important strengths - knowing and being the expert on my school's data.

But, I discovered that one of the great parts of being a principal is that you get to teach adults.  And, the skill that my staff has needed me to teach is to review and understand data.  So, now, I'm not the primary source of data collection, but I am an archiver and researcher.  I know where to go, and I've seen enough that my instincts are sharp even if I don't have the data in front of me.

One skill that I have learned is how to personalize my school's data to fit my time and my school's needs.  I wanted to share some of these tips because I often hear principals lament that they are not "data savvy"; but, what I would argue is that they are student and staff savvy and organizing your data reports with this in mind can make a big difference to how you approach school data.

Outcome Data v. Actionable Data.  Accountability looms over all administrators, and we may find ourselves obsessed with the outcome data.  We want to know how well we are moving towards the end of the year goals.  We check attendance.  We check failure rates.  We check averages.

This is a great start, but the data isn't actionable.  I mean we can call in our staff and students, yell, scream, beg, and plead about the numbers moving in the wrong way or celebrate when they move in the right way, but the fact is that outcome data doesn't really move anyone to action.

Actionable data is student and staff level data that let's you know who to work with and what types of strategies to use.  It's knowing which of your teachers have the highest and lowest failure rates.  It's knowing which students and staff are missing a lot of school and who is at school everyday.  Actionable data is both positive and negative data that helps your team figure out who and what to focus on.

Select Your Priorities.  One mistake that people make is that they want to focus on everything; as a result, data overwhelms them, they never make any deadlines, and the data is usually the autopsy data that educators complain vehemently about.  As the principal, you have to guide and collaborate with your team members on the selection of the BEST data points for your school's mission and vision.  There is no point in focusing solely on test scores if your attendance is 70% - I'm pretty sure that whatever you do will fall flat.  There is no point on focusing heavily on RTI or MTSS Levels 2 if you don't make the 80% cut-off at Level 1.

Data should make you more effective - not more crazy.  Select 5-7 non-negotiables that everyone can focus on.  These 5-7 points should be easy to understand, easy to access, and easy to track (Note: You may have to train someone to make this data available).

For instance, my school's vision is "Excellence Today, Success Tomorrow: Bogan Today, College Tomorrow".  We closely follow two metrics - On-Track to Graduation and College Selectivity.  Everyone in the building and parents are trained to understand the data.

On-Track status is given on Red, Yellow, or Green paper to indicate student status (the Excel sheets are coded the same way).  Easy to understand (I love hearing parents ask students why their friends' letters are red or yellow, and I love seeing kids display their green letters), easy to access (simple pull of grades combined with test score data), and easy to track (just add columns).

College Selectivity is given every quarter with a combination of students current Explore, Plan, or ACT score, their projected G.P.A. based on their current grades, and their college selectivity (the type of college/university that they currently qualify for).  Easy to understand (data at the top, table at the bottom), easy to access (a macro generates it after dropping in data), and easy to track (add columns).

Scroll the lists - don't study them.  Many people make the mistake of thinking that they have to be a guru around every report that comes out.  You don't.  You simply need to start noticing patterns in the data.  The more you scroll your students'  and staffs' names and the corresponding data, the more you will learn about your school.  More importantly, you'll start to pick up on who and what to pay attention to.  When you look at the outcome data, it will have some real, personal meaning to you - not just a numeric impression.

Understand and accept that you will become an expert with your number of exposures, not with the amount of time that you spend on one report.

Chunk the data.  If you have 1,000 students and 100 plus staff members, there is no way that you are going to be able to review every single data point.  Instead, set a cut off.  Make sure that the cut-off is both positive and negative.  For instance, you want to know the top and bottom 30 students for attendance.  You want to know the top and bottom 20 teachers for failure rate.  You want to see the Honor Roll List and the list of students with two or more failures.

Also, make it clear to the data owners that you want to be able to talk about your data chunks, so you can continuously get updates.  How is such and such doing?  Where is this group moving?  What have you done to support .... since we last met?  I saw X moved off the list, what's going on?

This will help you quickly assess if your strategies are successful, help you connect with stakeholders around their own personal data, and make the data manageable enough to help you decide where to spend your time.

The positive and negative data will also help you balance your leadership approach.  Too often, we focus on negative data and this can translate into negative leadership (don't forget to celebrate small advances and celebrate them with targeted groups).

Where are you at with managing your school data?  What data points are you using to drive your school's mission and vision?

Mastering the Schedule and Enhancing Your Role as the Principal (High School)

Every year, I start my school's next year scheduling in early October.  Many people ask me why I start so early, but it is my experience that this is the best way to build staff capacity and maximize student scheduling. I believe that the school scheduling should be a collaborative process; however, it takes about 3 or 4 cycles for teacher/staff to really understand the choices that they are or are not making.  These 3 to 4 cycles need to be long because the greater the understanding, the more input the staff will want to give.

I have been an administrator for 6 years - only one year have I started without all of my schedules being in order on the first day - the first year that I was an assistant principal.  This happened mostly because I was new to my role and didn't fully understand the scheduling process; I just left it to the scheduler who I assumed would be able to take care of everything.

The problem with this is:

1.  Scheduling reflects your academic priorities and planning - it is the ground floor of any student intervention (pullouts everyone?).  Your scheduler may make decisions on ease, not based on what's best for students, the teachers, and/or the school.

2.  Scheduling impacts both the principal's and the staff's workload and collaboration, and, therefore, the quality of instruction.

3.  Scheduling impacts the culture and climate of your school: attendance, discipline, and academic press can all be impacted by a poorly designed master schedule.  You may also find your leadership undermined by   scheduling as well if teachers can pander and negotiate schedules and room assignments that you aren't assigning.

Principals should not be afraid of scheduling; sit with your programmer as they go through the scheduling process, so you can learn each step and figure out how to maximize your schedule.  This is how I learned to schedule and to lead in the development of my schedule.

Basic considerations:

1.  Complete your course tallies (counts of courses that student select) BEFORE budgeting occurs.  This means that you will know how many teachers and what types of certifications you will need.  You don't have to do this yourself - the scheduler can share this report with you and walk you through it.

 It will help you maximize your teacher certification selections. You will also ensure that your schedule is funded, and you aren't surprised by salaries.  Accordingly, if you have to scramble for funds it will be for 20 thousand dollars worth of office supplies instead of a 90 thousand dollar English teacher.

2.   Identify collaboration time that you want to occur during the school day.  If your district has principal directed periods this will maximize your impact on instruction and give you time to provide professional development and support to teachers during the school day.  Create a prioritized list - most schedules can handle one or two types of collaboration time - once you get beyond this, you may run into trouble with getting all members of teams scheduled for the particular period.

The first part of creating schedules is to lay out the blocks of when classes will occur and what rooms they are in.  If you tell your scheduler this AFTER the master is set, the scheduler will have to re-build the schedule before they can schedule students.

NOTE: Also let the scheduler know if you want teachers freed for a certain number of periods and which periods those are

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3.  Pay attention to workload, room assignments, and hallway assignments.  This can improve the culture and climate of your school.  

a.  My rule of thumb is no more than 2 preps per teacher - it is hard to be effective with too many preps and/or too many room assignments - the goal is one room, but if there have to be multiple rooms, they need to be close to each other

 b.  Look at what teachers are assigned to what rooms; those hidden corners go to my most proactive teachers with the best classroom management.  Teachers who need support are in the middle, so they get additional support from other teachers and security.  You may also consider grouping teachers by departments to foster collaboration and peer observation or grade levels for the same reasons AND to strengthen security for students.

c. Hallway assignments are important to maximize your security - combined with locker assignments, you   can enhance security by creating target areas at certain periods and minimize student crowding

There is definitely more to scheduling than just these few points; I know that there are some master schedulers out there who are principals, and they probably have some basics to share as well.  What are yours?

Classroom Participation v. Classroom Engagement: A Note to My Teachers

My district has adopted the Charlotte Danielson Framework for teacher evaluation.  As part of this transition, I provide my teachers with e-mails that give deeper explanation and exploration of specific domains and components.  I wanted to share one on a topic that I talk to teachers frequently about - the difference between participation and engagement.  Let me know what you think?  Do you have similar conversations with your teachers?  And, how have you effectively moved their understanding?

Participation v. Engagement

Engaging students is an area that many teachers have questions about. I wanted to go over this particular domain with the hope of clarifying some questions.

Issues that people have shared:

1. We confuse engagement with participation. Engagement is about the mental effort that is exerted to master

the subject. Participation is about the physical indicators that we can observe that may or may not demonstrate mental efforts.

For instance, I can participate in a conversation where I am not engaged. If you ask me about the weather, and Itell you that it's cold outside, and it's snowing, I have participated, but there is no evidence that I have engaged.

You can ask me what my stance is on the Affordable Health Care Act, and I can do multiple things.

a. Participate - Simply say, I agree/don't agree or don't care and move on.

b. Participate and engage - I say, I agree/don't agree, don't care, and explain why I have this stance, AND it's not just a regurgitation of something I heard (engagement). You can increase my engagement by     asking questions or providing counterarguments, so I defend my position or explain.

c. Engage - I don't necessarily respond, but I think about it, and then may choose to participate/engage in theconversation at a later time.

We frequently observe Scenario A - from a limited number of students in a class - these students get points for participation even if they have not engaged in the mastery portion of the lesson.

We also see Scenario C - from students who are quiet and who are thinkers. They may not let you know that they are engaging, but they frequently surprise teachers by demonstrating their engagement in later

assignments.

The target Scenario is Scenario B. This is why Questioning and Discussion Techniques are so important - you are attempting to get students to participate in an activity that requires engagement over periods of time that lead to mastery.

Just because students participate, doesn't mean that they are engaging.

2. We skip prerequisites for engaging. This means you haven't established safety. Imagine that we are at a meeting. I stand at the front and start handing out sheets and tell you to fill out the sheets. The sheet doesn't have a header, but asks for several bits of personal information (your social security number, your phone number, and home address). I tell you that you have five minutes to fill out the sheet, and then I want you to share it with your partner to make sure that the sheets are filled out correctly.

What?! The five minutes will be used by almost everyone to figure out what is going on - some people will be

participating and filling out the sheets (not necessarily with the requested information), some people will be

talking about why I want the information, and some people will sit there - either refusing to fill out the sheets or trying to figure out why I want them to fill out the sheets and why they should share it with a partner.

There are prerequisites for engagement to occur. They don't have to take a whole class period, but they need to be done to establish safety.

a. There has to be a clear objective that everyone understands. If people don't understand WHY they are doing something, many will participate, but they won't engage AND complete the activity at the time of request.

b. There has to be clear criteria for what is acceptable and what is not acceptable. I most likely am going to get a range of responses on these sheets beyond what the written request is. To maximize the effectiveness of this, the participants should also be able to contribute. This is the purpose of doing things like establishing norms for meetings or providing rubrics for assignments.

c. People have to understand the procedures and strategies that are being used and the choices of procedures and strategies that they can use if the suggestions don't work for them. Why do you have to share your personal information with a partner? Who might be a complete stranger and would now have access to your personal information? Can't I just re-read or have a personal conference if the sheet isn't correct?

Participating in class is scary enough for students, engaging is a risk that many of them aren't willing to take -

what if people know that they don't know? This is why so many students wait for the answer, or, simply repeat the answers that they know are right.

Skipping prerequisites, means that you won't make your classroom safe and you won't get to engage

students.

3. There's not much to engage in.  This is a common mistake that is made when the focus of instruction is topical  (facts and memorization), rather than skills.

To explore a topic REQUIRES skills.

To change the content and/or context and maintain engagement REQUIRES skills.

The content gets you started (participation), the skills get you engaged.

The easiest example of this is math. Many of us had math classes where the teacher gave you a problem like

2x+y=7, you then practiced many variations of the problem using the same procedures over and over. You did very well participating in this or you could do o.k. if you had your notes, but if you got a word problem or received a real world scenario, you weren't able to figure out what to do (engage).

Skills are applicable in different contexts and in different content; content is not. Understanding what a variable in math means very little if you can't recognize a variable in a science experiment, in a spending plan, or in a myriad of other place that you encounter variables.

For prolonged engagement:

a. Students must have a skill or a strategy (tools)

b. They must use the skill or strategy to explore content/contexts and have

c. They must be able to use the skill or strategy with MULTIPLE choices about how to use the skill and/or strategy OR contents/contexts to demonstrate mastery

This is why students can't just do one type of problem (even if the numbers are changed out), read one article or section of the textbook, or practice one thing over and over - they need multiple types of problems, articles, situations, so their minds are stretched during class.

What may START OFF as engagement turns into PARTICIPATION, which means no mental energy is being expended and there is NO engagement.

To be engaged, student have to be participating in a RICH experience with multiple points of entry.

When you hit all three of these areas, you will have a rigorous classroom.

Let's get out there and start engaging students!

The Mecca Of PARCC: The Assessment Page You Probably Skipped Over But NEED to Review

Today, I kicked myself about 15 times - I was having a talk with one of my coaches about PARCC requirements and realized that I had not visited my favorite page of the PARCC Online site (http://www.parcconline.org/about-parcc - NOT the PARCC Pearson site, which many of us are visiting multiple times a day).

The particular page that I am referring to is "The Assessment System" drop-down on the Assessment Tab.   This is a page that many will be tempted to skip to go to the practice exams, but this is a BIG mistake.  If you have already been using this as a resource, you might want to go back as it has been updated since the field testing.

What is on this page?

If you click on "Blueprints and Test Specs", you get a list of items including:
1.  a detailed description of the test items on PARCC with the points assignment
2.  the standards broken down into targeted objectives
3.  three really important literacy documents - the literacy text analysis worksheet, the informational text
        analysis worksheet, and the direction sheets on how to use these sheets to select texts.

These three groups of items are the guidelines that the assessment writers must use to create the PARCC exam.

If you click on "PLDs", you will get the performance level descriptors, which are detailed rubrics that describe exactly what student performance must look like in order to perform at levels 2, 3, 4, or 5.  The great thing about the Performance Level Descriptors is that they bring all of the resources together, so you can see the big picture of the assessment overall - something taking the practice test by itself cannot accomplish.

This resource is really the backbone of any Common Core planning that we are doing - it gives clear explanations of how the assessment interprets the standards and is the minimum that must be planned for in designing school based curriculum, instruction, and assessment.  It's a lot of information that will probably take all of us a couple of years to fully internalize, but definitely, in my opinion, the best free Common Core resource that we have access to.

So, take a glance and let me know if it makes you as giddy as it makes me.