COMMON CORE, AND 2013 SUCCESSES IN REVIEW Tony Knapp Brian Murray August 20, 2013 1.

COMMON CORE, AND 2013 SUCCESSES IN REVIEWTony Knapp

Brian Murray

August 20, 2013

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Common Core Timeline

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- K-2 ELA and Math- Grade 8 Math

(Ready Common Core)- 12th Grade ERWC

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- 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

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Unit of Study Companion

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•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.

Overview


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•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.

Standards


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•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.

Enduring Understandings and Essential Questions


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•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.

Connections Below and Above


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•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.

Chaptering (separate documents)


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- TOSA Support:- ELD- ELA- Math- Science- Social Science- Advanced Learner- Middle School Math

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TOSA Support

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CCSS On-Site Professional DevelopmentBig Ideas Concepts Strategies Resources

RigorCah/CCE/JC/SSEW/RMEPHMS/RCMS w/differentiationDHSHS

6 Shifts – LiteracyCah/JC/LanDSL/RV

Text Dependent QuestionsDSL/EWRCMS

Smarter Balance

Critical ThinkingCCE/LanPHMS/RCMS w/differentiation

6 Shifts – MathCah/JC/Lan/SSDSL/EW/RV

Close ReadingKF/RVRCMS

ELD Standards

College & Career Readiness

DOKCah/CCEEW/KF/RMEPHMS/RCMSDHSHS

Analyzing Informational Text

DSLRCMS

Next Generation Science Standards

Text ComplexityRMERCMS

Number TalksLanRCMS

Weebly

TOSA Support… continued

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Literacy Across Content AreasJCPHMS/RCMS

Formative AssessmentsRCMSDHSHS I/do…w/imbedded formative assessment (CFU)

Unpack Standards

Standards for Mathematical Practice

EWRCMS

Performance TasksCah/CCEDSL/RVPHMS

Exemplars

CollaborationKFSS

My Access

PBLSSPHMS

Kid Biz

InquiryRME

TOSA Support… continued

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I do/We do/You doJCPHMSDHSHS w/imbedded formative assessment (CFU)

GLADLan

SDAIE

QTEL

DHSHS – con’t follow-up & follow through (Soc.

Stud./math/science are trained)

Thinking Maps

SS

WFTB/WFTBB

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Unit Planning – WestEd

CCE-site unit planning

Icons of Depth & Complexity

EW/RV


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- 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.

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Hope is NOT an

“evidence-

based”

Strategy

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

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Com

mo

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ore

Common Core Implementation PD : 2013-2014 (Secondary)

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Strategic Visioning: Site Administrators

September 12, 2013 – 1:00-3:00 after Principal Meeting - ESTR

December 12, 2013 – 1:00-3:00 after Principal Meeting - ESTR

Who: secondary principals and at least one AP/VP.


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Strategic Visioning: Site Administrators

September 12, 2013 – 1:00-3:00 after Principal Meeting - ESTR

December 12, 2013 – 1:00-3:00 after Principal Meeting - ESTR

What: 1)Developing a strategic focus for common core instruction 2)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 standards3)Aligning district achievement goals with LCFF priorities.


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ILT Time: 8:00am-3:30pm lunch on your own

Middle Schools: 5 subs/school per day with one being a SPED lead/teacher

High Schools/Alt Ed: 5 subs/school per day with one being a SPED lead/teacher

September 17, 2013 Tech A September 19, 2013 Tech ADecember 9, 2013 Tech A December 17, 2013 Tech A

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.


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ILT Time: 8:00am-3:30pm lunch on your own

Middle Schools: 5 subs/school per day with one being a SPED lead/teacher

High Schools/Alt Ed: 5 subs/school per day with one being a SPED lead/teacher

September 17, 2013 Tech A September 19, 2013 Tech ADecember 9, 2013 Tech A December 17, 2013 Tech A

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


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Core Content Instructional Training Time: 8:00am-3:30pm lunch on your own

Middle Schools: 4 subs/school per day High Schools/Alt Ed: 4 subs/school per dayELA – September 24, 2013 Tech A ELA – September 26, 2013 Tech BSoc Stud – October 1, 2013 Tech A Soc Stud – October 3, 2013 Tech AScience – October 22, 2013 Tech A Science – October 10, 2013 Tech AMath – October 24, 2013 Tech A Math - October 29, 2013 Tech A ELA – January 7, 2014 Tech A ELA – January 9, 2014 Tech ASoc Stud – February 6, 2014 Tech A Soc Stud – February 11, 2014 Tech AScience – February 13, 2014 Tech A Science – February 18, 2014 Tech AMath – February 20, 2014 Tech A Math – February 25, 2014 Tech A

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.


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Core Content Instructional Training Time: 8:00am-3:30pm lunch on your own

Middle Schools: 4 subs/school per day High Schools/Alt Ed: 4 subs/school per dayELA – September 24, 2013 Tech A ELA – September 26, 2013 Tech BSoc Stud – October 1, 2013 Tech A Soc Stud – October 3, 2013 Tech AScience – October 22, 2013 Tech A Science – October 10, 2013 Tech AMath – October 24, 2013 Tech A Math - October 29, 2013 Tech A ELA – January 7, 2014 Tech A ELA – January 9, 2014 Tech ASoc Stud – February 6, 2014 Tech A Soc Stud – February 11, 2014 Tech AScience – February 13, 2014 Tech A Science – February 18, 2014 Tech AMath – February 20, 2014 Tech A Math – February 25, 2014 Tech A

What: codify essential elements of instructional design, including:• Review the lesson design model• Refining learning targets to include concept, skill and cognitive

application as 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


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Who: All counselors and AP/VP in charge of counseling

Integrated Student Support: Counselors and APs (no subs)Time: 8:00am-3:30pm lunch on your own

September 13, 2013 Tech A & BNovember 13, 2013 CR 102

January 14, 2014 ESTR


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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.

Integrated Student Support: Counselors and APs (no subs)Time: 8:00am-3:30pm lunch on your own

September 13, 2013 Tech A & BNovember 13, 2013 CR 102

January 14, 2014 ESTR


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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.

Instructional Rounds Time: 8:00am-3:30pm lunch on your own

Middle Schools: 4 subs/school per day High Schools/Alt Ed: 4 subs/school per dayNovember 19, 2013 RCMS November 21, 2013 PSHS February 27, 2014 PHMS March 5, 2014 TBD


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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….




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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.




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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…

Successes in 2013…

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Success in 20132013 plus(+)/minus (-) Growth API

RAC 93 507MSJHS 47 528PHMS 36 686VdM 35 780DSMS 29 716RV 25 884CVCES 16 904CCE 12 726CCHS 8 736DHSHS 4 670RM 4 844CY 4 694KF 2 882

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Kiela Snider, DSMS

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Joe Scudder, VdM

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Ryan Saunders, PHMS

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Milt Jones, Alt. Ed.

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Success in 2013

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Success in 2013

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10 of the top 15 biggest gains occurred in mathematics…

Success in 2013

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Intensive professional development in middle school math in 2012-2013 that included:-RCOE consultant Shirley Roath and Ed. Svcs. TOSA Cindy Ruiz conducting three cycles of weekly professional development over 8 months in:

- Planning, content, strategies, and class visits- Presentation of a variety of strategies for teaching

students how to solve complex problems- Instruction on developing cognitively complex

problems- Looking at student misconceptions- Promoting mathematical and numeric flexibility- Incorporating multiple representations- Helping teachers teach students to extend

procedures and emphasize structures

Have a Terrific School Year!

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COMMON CORE, AND 2013 SUCCESSES IN REVIEW Tony Knapp Brian Murray August 20, 2013 1.

Documents

overview slide

unit of study companion

student learning

focus standards

chapters of learning

student need

common core timeline

prior learning