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One District’s Collaborative Journey To Common Core Implementation. Background - 2010. Multi-year elementary PD Overly prescriptive instructional guidelines Teacher frustration Two districts- K/6 - 7/12. Set guiding principles. HO p. 2. District Vision. C reate collaborative culture - PowerPoint PPT Presentation
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One District’s Collaborative Journey
To Common Core Implementation
BACKGROUND - 2010
Multi-year elementary PDOverly prescriptive instructional guidelines
Teacher frustrationTwo districts- K/6 - 7/12
SET GUIDING PRINCIPLES
Vision
Research-Based
Collaboration
HO p. 2
DISTRICT VISION
CCSS
Culture
CollaborationStructures
COLLABORATION STRUCTURES
Education Services Committee
Create CCSS Steering Committee
Secondary Math Committee
HO p. 2
EDUCATION SERVICES
Make-Up
- Directors, principal reps, Technology
Focus - Increased planning time
Realization of the need for broader input
CCSS STEERING COMMITTEE
Make Up- Teachers from all grades/subjects- Principal Reps- Ed. Service Leadership
Function Key Actions
- Dove deep into the standards - Redwood-2-day planning retreat
KEY ELEMENTS
Clarity
Structure - Framework
Comprehensive
Equity and access
Time
Training
Implementation & Accountability
Priority Standards
Our Plan
Units of Study
Professional Development
Readiness(for next level of learning)
PRIORITY STANDARDS
High Stakes Assessments(SBAC)
Endurance(concepts and skills that last over time)
Leverage (crossover application to other areas)
HO p.3
PRIORITY STANDARDS KEY ACTION STEPS
Establish committee
Facilitated process
Make initial selections
Vertically align standards K-12
Provide professional development
Acquire feedback, revise, publish
UNITS OF STUDY MODEL: LEADERSHIP AND LEARNING CENTERUNITS OF STUDY MODEL: LEADERSHIP AND LEARNING CENTER
A series of specific lessons, learning experiences, and related assessments — based on targeted Priority Standards & supporting standards — for an instructional focus that may last anywhere from two to six weeks. HO p. 3
UNITS OF STUDY COMMITTEE
Make-upSelectionCommitmentPrincipalsProcess
JUSD UNITS OF STUDY : COMPONENTS IN DEVELOPMENT
Standards Instruction Assessment Data Analysis
“Unwrapped” Priority Standards
Matched SBAC Thinking Skill & DOK
Big Ideas Essential
Questions
Engaging Learning Experiences
Authentic Performance Tasks
Aligned Rubrics
Differentiation
Common Formative Assessments
Variety of Formats (e.g., SBAC)
Frequent Progress Monitoring
Data Teams or PLCs
Focus on Student Needs & Work
SMART Goals Targeted
Strategies Results
Indicators
Priority Standards are carefully placed, paced, taught, assessed, re-taught, re-assessed throughout
the year.
COMMON CORE STANDARDS: INSUFFICIENT BY THEMSELVES
“To be effective in improving education and getting all students ready for college, workforce training, and life, the Common Core State Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards.”
CCSSI Webinar, 2010
UNITS OF STUDY RESEARCH BASE (EFFECT SIZE, HATTIE, VLFT, 2012)
Formative &
Frequency of
Assessment
Teacher Clarity
Teacher and
Student Feedba
ck
Spaced/ Distributed Practice
Meta-Cognition & Self-Regulat
e
Mastery
Learning
Teacher Expectati
on
Effect Size .90 .75 .73 .71 .69 .58 .43
# of Studie
s599 -- 1,310 63 1,298 420 674
90 – 90 – 90 Study (Reeves, 2000)
• Laser-like focus on achievement• Curriculum choices• Non-fiction writing• Collaborative scoring• Multiple opportunities for success HO p. 4
Student Home School Teacher Curricula Teaching
Biggest Impact on Learning
.40.30.20.10
.50
0
Hattie, Visible Learning, 2008 HO p. 4
CURRENT REALITY - 2014
CCSS Implementation
- Elementary
- Secondary
Professional Development
Culture
NEXT STEPS: IMPLEMENTATION AND ACCOUNTABILITY
Roll outCause and Effect indicators
Feedback Processes
Coaching
HO p. 5
22
REFLECTIONS
Reflection
HO p. 6
QUESTIONS AND FOLLOW-UP
Dave DoubravskyJay Trujillo
(see handout for contact info)