- 1. https://todaysmeet.com/grapplingGrappling with the CCSS:
Developing PLC Units of StudyHesperia Unified School DistrictTina
Viayra, Secondary Curriculum Coach [email protected]
David F. Cain, Secondary Curriculum Coach
[email protected] McCollum, Director of Curriculum,
Instruction, & Assessment Jodi Consten, Coordinator, Staff
Development and Induction
http://www.slideshare.net/dfcain/plc-and-the-ccss-grappling
2. The need of teachers [Common Core] implementation must
include time for teachers to adjust and collaborate with colleagues
NEA President, Dennis Van Roekel, October 2012It was the best
collaboration time we have had. When we were done we realized that
we had six weeks worth of lesson plans. Teacher, Mesa Grande
Elementary School, HUSD 3. Acknowledging the truth We had a problem
The old system of benchmark tests, pacing plans, etc., was not
meeting the learning needs of students. Students were falling by
the wayside as the machine trudged on. Our highest elementary
schools, four between 864 and 904, were matriculating students who,
as a cohort, went on to have the greatest decrease in CST
performance. Our old resources and the new Common Core Aligned
resources did not attend to the necessary shifts in instruction and
developing depth of knowledge. Teachers were feeling besieged by
the looming CCSS transition. If we implemented the CCSS using the
same practices and systems that we used with our old standards, we
would be repeating past failures and failing to meet the needs of
students. 4. Putting a plan into motion Actively engaged with the
CCSS, beginning in 2010 and developed an implementation plan
Established collaboration Wednesdays across the district Develop a
CCSS Transition Team of teachers, district coaches, and district
administrators Utilized our established Calibration Committee
(grade and subject representatives from all schools in district)
Initial CCSS site and parent presentations in 2012 CART (Site
presentations and productstwo-hours, five times this year) 5.
Pitfalls in the Process of Transition Cross-walking is Jaywalking
Phil DaroStandards are not just lists Standards are not the
curriculum Dont look backward: Tabula RasaThe most significant
change is how we teach 6. Our TargetWHY?HOW?WHAT? 7. A Common
Destination 8. Our Primary Purpose Hesperia Unified School District
Mission: Preparing todays students for tomorrows world Validating
the professionalism of our teachers We are our own best resource
Focusing on Results A deliberate process A deliberate result 9.
Guiding Principles Focus on Student Learning that has impact
Educating the whole child 4 CsCritical Thinking, Creativity,
Collaboration, and Communication 10. Shifts Language ArtsMath
Building knowledge through content-rich nonfiction and
informational texts Focus strongly where the Standards focus
Knowledge and depth across the disciplinesevery teacher is a
reading and writing teacher Reading and writing grounded in
evidence from text Regular practice with complex text and its
academic vocabulary Writing from sources Coherence: think across
grades, and link to major topics within grades Rigor: in major
topics pursue: conceptual understanding, procedural skill and
fluency, and application *with equal intensityBalance both breadth
and depth in all areas 11. CCSS as opportunity to emphasize balance
12. Our Epiphany CCSS and PLCsmade for each other Shaping our focus
What do we want students to learn and be able to do? How will we
know it? What will we do if they dont learn it? What will we do if
they already know it or learn it quickly? 13. Collaborative Units
of StudyLinked Unit of Study 14. Links to support collaboration 15.
Units of Study, PLC, and technology collide 16. Learning by Doing:
Starting with big ideas and essential questions 17. Collaborative
decisions about proficiency and assessment 18. Developing quality
assessments 19. Anticipating challenges 20. Grappling with What?
and How? 21. Questions & Comments
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