1. https://todaysmeet.com/grapplingGrappling with the CCSS: Developing PLC Units of StudyHesperia Unified School DistrictTina Viayra, Secondary Curriculum Coach tina.viayra@hesperiausd.org David F. Cain, Secondary Curriculum Coach david.cain@hesperiausd.orgRobert 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 https://docs.google.com/templates?q=HUSD&sort =hottest&view=public