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One District’s Collaborative Journey To Common Core Implementation

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

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One District’s Collaborative Journey To Common Core Implementation

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  1. One District’s CollaborativeJourneyTo Common Core Implementation

  2. Background - 2010 • Multi-year elementary PD • Overly prescriptive instructional guidelines • Teacher frustration • Two districts- K/6 - 7/12

  3. Set guiding principles HO p. 2

  4. District Vision • Create collaborative culture • Successfully implement and support CCSS K-12 • Use CCSS as the vehicle to make district-wide culture changes

  5. Collaboration Structures • Education Services Committee • Create CCSS Steering Committee • Secondary Math Committee HO p. 2

  6. Education Services • Make-Up - Directors, principal reps, Technology • Focus - Increased planning time • Realization of the need for broader input

  7. 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

  8. Key Elements • Clarity • Structure - Framework • Comprehensive • Equity and access • Time • Training

  9. Our Plan Implementation & Accountability Priority Standards Units of Study Professional Development

  10. Priority Standards Readiness (for next level of learning) Endurance (concepts and skills that last over time) High Stakes Assessments (SBAC) Leverage (crossover application to other areas) HO p.3

  11. Priority Standards Key Action Steps • Establish committee • Facilitated process • Make initial selections • Vertically align standards K-12 • Provide professional development • Acquire feedback, revise, publish

  12. Units of Study Model: Leadership and Learning Center A series of specific lessons, learning experiences, and related assessments — basedon targeted Priority Standards & supporting standards — for an instructional focus that may last anywhere from two to six weeks. HO p. 3

  13. Units of Study Committee • Make-up • Selection • Commitment • Principals • Process

  14. JUSD Units of study:Components In Development Priority Standards are carefully placed, paced, taught, assessed, re-taught, re-assessed throughout the year.

  15. 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 curriculumand robust assessments, both aligned tothe Standards.” CCSSI Webinar, 2010

  16. Units of Study Research Base (Effect Size, Hattie, VLFT, 2012) • 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

  17. Biggest Impact on Learning .50 .40 .30 .20 .10 0 Hattie, Visible Learning, 2008 HO p. 4

  18. Current reality - 2014 • CCSS Implementation - Elementary - Secondary • Professional Development • Culture

  19. Next Steps: Implementation and accountability • Roll out • Cause and Effect indicators • Feedback Processes • Coaching HO p. 5

  20. REFLECTIONS Reflection 22 HO p. 6

  21. Questions and follow-up Dave Doubravsky Jay Trujillo (see handout for contact info)

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