Common Core, and 2013 Successes in Review

1. Common Core, and 2013 Successes in Review Tony Knapp Brian Murray August 20, 2013

2. Common Core Timeline

3. Common Core Timeline

4. Common Core Timeline

5. Common Core Timeline

6. Common Core Timeline

7. Common Core Timeline

8. Common Core Timeline • K-2 ELA and Math • Grade 8 Math (Ready Common Core) • 12th Grade ERWC

9. Common Core Timeline

10. Common Core Timeline • Professional Development in: • DOK • Critical Thinking • Aligning Instructional Resources • Designing Rigorous Learning Targets • Designing student tasks and guiding questions that scaffold rigor and complexity for students • Facilitating student learning through effective use of literacy and engagement strategies • Providing formative feedback as part of student observation and analysis of student work • Units of Study

11. Unit of Study Companion

12. Overview • A narrative and conversational description of the teaching and learning that will occur within the unit. Each paragraph of the overview has a specific focus and purpose. Unit of Study Companion

13. Standards • Foundational (K-5 only): These standards will be assessed periodically based on student need or as identified by the school phonics/fluency program. Those students who need extra practice with these skills should receive the support they need in small-group instruction or pull-out/push-in intervention. • Focus: These are the standards that will be guaranteed: taught, assessed, and re-taught if necessary. • Embedded: These are the standards that will be taught and assessed in conjunction with the Focus Standards. These standards provide instructional guidance that will allow teachers to teach the Focus standards in a deep and coherent manner that supports the depth and complexity of California’s Common Core State Standards. These standards are not assumed or ignored, but used intentionally, thoughtfully, and flexibly with students to allow them to learn content in a meaningful and transferable way. Unit of Study Companion

14. Enduring Understandings and Essential Questions • Enduring Understandings are those concepts we want students to remember ten years from now. They are the important concepts underlying the content. Essential Questions are questions based on the Enduring Understandings that we use to guide or drive instruction and assessment. The goal is that after instruction, students should be able to independently answer the Essential Question with a grade-appropriate version of the Enduring Understanding. In many cases, activities should be designed to allow the student to discover the Enduring Understanding. Unit of Study Companion

15. Connections Below and Above • This section describes the prior learning, the current learning, and the future learning for each standard. This information can be used to understand the particular grade level expectations for each standard, as well as potential extension and remediation goals. Unit of Study Companion

16. Chaptering (separate documents) • The process of chaptering breaks the unit into instructional segments. The Chapters of Learning should be determined by site during collaborative planning sessions within grade-level teams. There are many appropriate ways to break a unit into chapters. So different sites may make different chaptering decisions. Unit of Study Companion

17. Common Core Timeline

18. Common Core Timeline • TOSA Support: • ELD • ELA • Math • Science • Social Science • Advanced Learner • Middle School Math

19. TOSA Support

20. TOSA Support… continued

21. TOSA Support… continued

22. Common Core Timeline

23. Common Core Timeline • Continued field testing support • Non-PI or schools in “frozen” status will be encouraged to pilot SBAC assessments pending the “double-testing” regulation decision that will be determined in September.

24. Hope is NOT an “evidence-based” Strategy

25. Elementary Common Core Implementation PD • Full Year K-2 Common Core Implementation • K-5 Curriculum Unit Development with West Ed. • 2nd Grade Project Based Learning • PD Across all Grade Levels with TOSAs • Instructional Leadership Team Meetings (ILT) to Identify, Implement District Integrated Systems. • Grade Level Articulation Meetings to develop and share best practice Common Core strategies. • Principal PD: Successfully implementing the Common Core

30. Common Core

31. Common Core Implementation PD : 2013-2014 (Secondary)

32. Common Core Implementation PD : 2013-2014 (Secondary)

33. Common Core Implementation PD : 2013-2014 (Secondary) Who: secondary principals and at least one AP/VP.

34. Common Core Implementation PD : 2013-2014 (Secondary) • What: • Developing a strategic focus for common core instruction • Designing an implementation plan that includes action steps, success indicators, support, and timelines to support content teams with effective instructional delivery to meet the rigor of the common core state standards • Aligning district achievement goals with LCFF priorities.

35. Common Core Implementation PD : 2013-2014 (Secondary) Who: lead teachers/department chairs from your English, math, social science, science, and Special Education departments/teams. With the exception of the September 17th date, your may consider including your EL LT/DC in this group… there’s room for one more LT/DC.

36. Common Core Implementation PD : 2013-2014 (Secondary) • What: continue to build capacity within teacher leaders in the areas of: • Lesson development • Refining effective instructional strategies • Codifying a common vision and language of instruction • Defining instructional foci • Developing instructional capacity • Targeting instructional feedback • TCH Team orientation • Instructional rounds orientation

37. Common Core Implementation PD : 2013-2014 (Secondary) Who: Must be the same teachers for both cycles but do not need to be your lead teachers/department chairs.  However, they need to be teachers who are instructionally sound and who would be proficient at sharing information learned during the CCIT days with their peers.  English, math, social science, and science departments/teams must be represented.

38. Common Core Implementation PD : 2013-2014 (Secondary) • What: codify essential elements of instructional design, including: • Review the lesson design model • Refining learning targets to include concept, skill and cognitive applicationas demonstrated by student work • Refining learning tasks that gradually release responsibility to students using guiding questions that scaffold rigor and complexity • Refine effective use of literacy and engagement strategies

39. Common Core Implementation PD : 2013-2014 (Secondary) Who: All counselors and AP/VP in charge of counseling

40. Common Core Implementation PD : 2013-2014 (Secondary) What: Refine and completely flesh out integrated systems of support plans that include embedding key data set indicators, specifically a-g, graduation rate, Golden State Seal of Merit, Bilingual Seal of Literacy, and CALPADS data (enrollment, dropouts, ELs, NSLP, and RFEPs) into school routines.

41. Common Core Implementation PD : 2013-2014 (Secondary) Who: must be the same for both cycles but do not need to be your lead teachers/department chairs, but they need to be teachers who are instructionally sound and who would be proficient at sharing information learned during the these days with their peers.

42. Common Core Implementation PD : 2013-2014 (Secondary) • What: Teachers are identified to voluntarily participate in learning rounds to observe students and have their classrooms observed. • Prior to learning rounds the principal and teacher leaders present an overview clarifying the purpose and focus. • Groups of 3 or 4 observe classrooms in 15 minute increments to clarify: • 1) how students understand the learning task • 2) how students use academic literacy • 3) how students engage in structured interactions • 4) how students participate in checking for understanding opportunities….

43. Common Core Implementation PD : 2013-2014 (Secondary) • What (continued) : • Between classroom observations and at the completion of rounds participating teachers engage in a facilitated dialogue to discuss what was learned. • Debriefing dialogue is charted to clarify what has been learned. • Teachers identify and articulate with the group next steps to further promote student learning classrooms schoolwide. • Participants evaluate the process for improvements and clarify how to share learnings with school staff, leadership team and respective team members.

44. Common Core Implementation PD : 2013-2014 (Secondary) In addition, the four core TOSAs will continue with lesson design that will compliment the work done in CCSS unit design, and is CROSS CURRICULAR…

45. Successes in 2013…

46. Success in 2013

47. Success in 2013 Kiela Snider, DSMS

48. Success in 2013 Joe Scudder, VdM

49. Success in 2013 Ryan Saunders, PHMS

50. Success in 2013 Milt Jones, Alt. Ed.