A Clear Path to Implementing the CCSS:

1. A Clear Path to Implementing the CCSS: Necessary Supports for Teachers Jenny Barrett Gary McCormick

3. Robust District/ Network Leadership Superintendent has set LDC/MDC implementation as a district priority Existing curriculum support personnel (Literacy Consultants, Math Consultant, STEM Consultant) assist with implementation and serve as project managers District project managers coordinate training, aid in making connections to other district initiatives, and provide classroom support for teachers Principals receive ongoing training on CCSS, LDC/MDC tools to support implementation of the CCSS, and coaching teachers toward effective standards based instruction

4. Strong School Leadership • Teacher leaders have been trained to build capacity within buildings and across the district • Principals sponsor LDC/MDC work by scheduling job embedded, PLC, and release time for teachers • Principals observe LDC/MDC instructional practices, identify effective implementation, and consult with teacher leads and project managers to support ongoing improvement

5. Alignment with CCSS, Curricula, and Assessment • The district adopted math and ELA curricula consistent with the MDC/LDC strategies • Teachers involved in placing MDC Formative Assessment Lessons and LDC modules into curriculum maps • MDC/LDC instructional practices align with district goals and initiatives • MDC Formative Assessment Lessons and LDC Modules yield artifacts and student data for effective formative assessment • Focus on connection to district Professional Practices Rubric

6. Meaningful Professional Learning Opportunities- LDCWhat we have done… • All ELA, science and social studies teachers received training on the LDC framework in the summer before school began • Content LDC leads (1 for ELA, social studies and science) were selected and trained to assist their colleagues with LDC design and implementation • In meetings after school or PLC time during the day, all ELA, science and social studies teachers working in grade-level collaborative teams designed two LDC modules for implementation • Teachers used student writing samples to calibrate toward accurately scoring with the LDC scoring rubrics (argumentative and informational) • District Secondary Literacy and Science Consultants aided in LDC implementation by co-writing modules, working with course cadres, coordinating training, co-teaching, and guiding reflection

7. Meaningful Professional Learning Opportunities- LDC Scaling up Strategies… Meaningful Professional Learning Opportunities- LDC- Scaling up Strategies… • One content LDC lead for each course (ELA 6-12, SS 6-11, • Science 6-11) will be selected and trained to guide effective design and implementation of LDC course level work • All teachers implementing LDC modules will receive training in effective formative assessment, close reading strategies, questioning techniques, peer- review , effective use of rubrics, and lead paragraph instruction • Teachers will attend monthly meetings focusing on effective instructional strategies for successful LDC implementation • Teachers will be scheduled to observe each other and discuss best practice for effective implementation of common LDC modules • Lead teachers and district consultants will design wikipages for each course implementing LDC modules as a clearinghouse for LDC tools, resources and sample work products.

8. Meaningful Professional Learning Opportunities- MDC What we have done… • Readying training- several days outside the classroom to • introduce MDC and lessons • Teachers/principals view and discuss video of effective implementation • Support model for teachers as they enact lessons (co-teaching) • Formative Assessment Lessons placed into curriculum maps by teachers • Unpacking sessions for each unit during which teachers consider placement of lessons and conceptual development of content • After school sessions prior to enactment of Formative Assessment Lessons to work lesson, consider misconceptions and feedback • Job embedded training with after school sessions during which teachers collaborate at grade level to analyze student work and consider feedback • Lead teachers facilitate collaboration and communication among teachers at a specific grade/course level • Opportunity for self reflection of implementation using a rubric modeled on the district Professional Practices Rubric

9. Meaningful Professional Learning Opportunities- MDC Scaling up Strategies… • Summer sessions to work through new lessons and determine appropriate placement in curriculum maps (8-10 per course) • Initial training and support for new teachers (co-teaching) • Job embedded training with after school sessions during which teachers collaborate at grade level to analyze student work, develop feedback to be used during the lesson, consider instructional shifts called for in the CCSS, and self reflect using an observation rubric • Unit planning sessions will be used to discuss instructional shifts called for in the CCSS and revise placement of lessons if necessary • Collaboration with others at grade level to plan and provide feedback to improve implementation around a specific lesson using a lesson study model • Lead teachers facilitate collaboration and communication among teachers at a specific grade/course level • Lead teachers and Consultant serve as a MDC mentors to new • teachers in the district