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Catherine Gewertz assistant editor, Education Week.

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Presentation on theme: "Catherine Gewertz assistant editor, Education Week."— Presentation transcript:

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2 Catherine Gewertz assistant editor, Education Week

3 Bringing Common Standards Into the Classroom Expert Presenters : Mark Baumgartner, director of professional issues, Cleveland Teachers Union Lynn Dougherty-Underwood, director of K-12 literacy, Hillsborough County Public Schools (Fla.)

4 An on-demand archive of this webinar will be available at in less than 24 hrs.

5 The Cleveland Teachers Union and Cleveland Metropolitan School District Common Core State Standards Project Webinar August 30, 2011

6 Our Implementation Plan Ohio’s theory – Build an infrastructure over a three year period ( ) and implement the Common Core in all grades statewide in CMSD’s reality – Teacher awareness is created by really using the new Common Core standards in the classroom CMSD’s bet – Teaching to higher standards than what our students are tested on will not negatively impact our test results CMSD’s safety net – Implementing K-2 first builds a foundation and provides a “no-fault” year to refine our strategy “

7 Our first year ( ) Implemented three approaches: awareness, training, and curriculum/assessment writing Presented four Common Core Standards awareness symposia Implemented 2 six hour Common Core “unpacking” professional development workshops for all district K-2 teachers Re-wrote our Scope and Sequence standards documents to incorporate the K-2 Common Core standards

8 Our first year ( ): Awareness Presented four Common Core Standards symposia Two symposia goals: – Create broad stakeholder awareness of the new Common Core Standards (teachers, principals, district administrators, etc.) and their relationship to Ohio’s current standards – Gather feedback about district, school, and classroom readiness to guide our future planning and implementation strategies

9 Symposium Participant’s Task We want to collect information from you to find out how CMSD is ready and where CMSD is not ready for the implementation of these new standards We want to collect information about the district, about our schools, and about your classrooms. We want to think about CMSD’s curriculum development strategies, about the district’s professional development models, about available instructional materials and resources, and about the district’s information and data systems.

10 Webinar Participant’s Task Take a minute to think about how ready and not ready your own districts are for the implementation of these new standards Think about how to collect information about your district, about your schools, and about your classrooms. Take a minute to think about your distict’s curriculum development strategies and about your district’s professional development models.

11 Characteristics of the ELA Standards document TopicsTopics StrandStrand Standard Statement

12 Characteristics of the ELA Standards document Strands Topics Standard Statements by Grade Level Standard Statements by Grade Band

13 Characteristics of the Mathematics Standards document K-8 Standards Domain (Topic) StandardStandard ClusterCluster Algebra Symbol

14 Our first year ( ): Training Implemented 2 six hour Common Core “unpacking” professional development workshops for all district K-2 teachers Led by CTU bargaining unit members – PEAC teachers developed the content for the professional development sessions – Instructional coaches taught/facilitated the professional development sessions

15 Our first year ( ): Training “Unpacking” focused on: – Deconstructing standards to understand what is expected of a student – Examining lots of different available instructional materials to begin to identify possible ways that a standard might be taught – Crafting formative assessments to begin to identify how teachers might assess whether students have learned a standard – Continuing to create awareness and gather feedback about our implementation plan

16 Our first year ( ): Curriculum Writing Re-wrote our Scope and Sequence standards documents to incorporate the K-2 Common Core standards Wrote “Version 1.0” Scope and Sequence standards for grades K-2 in ELA and math and incorporated new Ohio standards in science and social studies

17 School and Classroom Support Common Core Champion – Develop and support an expert in each building – Champions receive an additional four district-level training opportunities and a stipend based upon our PEAC Teacher model Professional Development Plan – K-2 teachers will each receive four 6-hour professional developments spaced throughout the year to deepen understanding of the Common Core as more is learned and to support implementation of Version 1.0 Scope and Sequence – Professional Development will be delivered in learning cohorts of 60, with sessions broken into 3 groups of 20 teachers each

18 Moving Forward Implement one grade-band per year – K- 2 in – 3- 5 in – 6- 8 in – 9-12 in Refine and repeat the implementation cycle for each grade band – Spring: unpack the standards activities (two 6-hour trainings) – Summer: initial scope and sequence draft (one 6-hour session) – Fall: implementation support (four 6-hour sessions + champion) – Each subsequent summer: revise/refine scope and sequence

19 What lessons has CMSD learned so far? Many people believe that the Common Core can be horizontally aligned with state standards but are not paying enough attention to vertical alignment about the depth of learning expected of students Teachers and leaders are embracing the Common Core standards but will require very high levels of support in order to transform teaching The assessments will enlighten the standards; The SMARTER Balanced Assessment Consortium and PARCC Consortium must begin to share more publicly how the standards might be effectively assessed

20 What tools or partners has CMSD used? CMSD is counting on institutes like The Aspen Institute, The Gates Foundation, the Council of the Great City Schools, the AFT and other conveners to provide access to experts (David Coleman, etc.) CMSD has gained tremendously through informal conversations and formal collaborations with other large urban districts (which was more difficult to do in a state- centric standards environment) CMSD has carefully monitored Ohio Department of Education resources which may become very helpful in the future

21 Some final thoughts from CMSD There are a lot of “moving parts” to consider so that teachers, principals, central office staff, parents and community are ready for this fundamental shift Professional staff knowledge may be an issue; we cannot assume teachers themselves are very well prepared in these common core skills, dispositions, and habits of mind District and union collaboration has been a key piece of CMSD’s early successes The standards are distinctly “un-American” and we need to prepare our public for a new way of schooling

22 “The Primary Goal of the Cleveland Metropolitan School District is to become a premier school district in the United States of America.”

23 Hillsborough County Public Schools EdWeek Presentation August 30, 2011

24 Snapshot of Hillsborough County, Florida Hillsborough County Public Schools is the 8 th largest school district in the nation 194,000 students 144 elementary, 46 middle schools, 27 high schools, and 2 K-8 schools Hillsborough County is: Geographically diverse with large farming areas, numerous suburbs and a dense, urban core Economically diverse with 57.82% of students classified as economically disadvantaged Linguistically diverse with 25% of families speaking a language other than English

25 Beginning with the End in Mind MISSION STATEMENT: The Common Core State Standards (CCSS) provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. “© Copyright National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.”

26 Surveying the District Instructional Capacity The Aspen Institute met with multiple HCPS district stakeholders to analyze the district’s instructional capacity and to discuss key “levers” in the Common Core State Standards’ implementation. Evidence of current instructional practice was reviewed Recommendations for future actions were agreed upon to include : conveying the district’s CCSS message, providing an introduction and orientation to the CCSS, deepening the implementation work, and development of specific instructional programs that support the expectations stated in the CCSS.

27 Conveying the Common Message STAKEHOLDERFOCUS MESSAGETIMELINE District Administrative Staff Introduction to CCSSMarch 2011 School Board Members Introduction to CCSSApril 2011 District Curriculum and Instructional Staff Overview of CCSSJune 2011 Mathematics Lead Teachers Overview of CCSS Train-the Trainer Session June 2011 ELA Lead Teachers and Reading Coaches Overview of the CCSS Train-the Trainer Session July 2011

28 Conveying the Common Message STAKEHOLDERFOCUS MESSAGETIMELINE Mathematics and ELA/Reading Teachers Overview of the CCSSAugust 2011 Site AdministratorsIntroduction to CCSSAugust 2011 Parent and Community Stakeholders Introduction to CCSSSeptember 2011 Site AdministratorsOverview of CCSSSeptember – October 2011 District and Site Administrators Introduction to National Assessments January 2012

29 Deepening the Implementation STAKEHOLDERFOCUS DEVELOPMENT TIMELINE K-12 ELA and Mathematics Teachers 6-12 Content Literacy Teachers Introduction to Rigorous Curriculum Design September 2011 – June 2012 K-12 ELA and Mathematics Teachers 6-12 Content Literacy Teachers Deepening the Implementation: Advanced Rigorous Curriculum Design January June 2012 District ELA and Reading Supervisors and Resource Teachers Development of the Understanding the Instructional Impact of Text Complexity Workshop September – December 2011

30 Deepening the Implementation STAKEHOLDERFOCUS DEVELOPMENTTIMELINE ELA and Reading Teachers Understanding the Instructional Impact of Text Complexity January – August 2012 District ELA Supervisors, Reading Supervisors and Resource Teachers Alignment of K-2 Instruction Based on the Florida DOE K-2 CCSS Implementation Guidelines July – December 2011

31 Deepening the Implementation STAKEHOLDERFOCUS DEVELOPMENTTIMELINE Selected Elementary, Middle, and High School Pilot Sites Implementation of Principal and Site-based Leadership Team planning model, Professional Learning Community planning model, Assessment/Evaluation based on review of student work November June 2012 All Remaining Elementary, Middle, and High School Sites Implementation of Principal and Site-based Leadership Team planning model, Professional Learning Community planning model, Assessment/Evaluation based on review of student work June June 2013

32 INTEGRATION OF STANDARDS AND INSTRUCTION Standards do not tell teachers how to teach, but they do help teachers figure out the knowledge and skills their students should have so that teachers can build the best lessons and environments for their classrooms. “© Copyright National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.”

33 Literacy Design Collaborative Literacy Design Collaborative provides a framework to integrate literacy into content area instruction through a gradual release of instruction process. Instruction is grounded in the Common Core States Standards so that students “own” the college/career ready skills necessary for life-long success. WHAT IS IT?

34 Literacy Design Collaborative Hillsborough County’s LDC Initiative Our goal is to ensure the students’ success in their academic coursework and on college/career readiness tasks. Instructional focus on critical reading/thinking, civil discourse, and argumentative writing Language Arts anchored in SpringBoard curriculum, Social Studies content area “plug and play” design, Advanced Reading in a full course implementation District supported module development

35 Mathematics Design Collaborative Mathematics Design Collaborative uses an “assessment for learning” approach that provides teachers with better insight into student-learning needs and allows them to quickly adjust their teaching strategies and emphasis. Instruction is grounded in the CCCSS so that students “own” the college/career ready skills necessary for life-long success. WHAT IS IT?

36 Literacy Design Collaborative Hillsborough County’s MDC Initiative The goal is to ensure the students are “moved to a level of confident, independent, rigorous mathematical practice required by the Common Core State Standards.” Formative assessment lessons require students to actively work through challenging math that requires strong use of good math practices Elementary, middle, and secondary mathematics MDC modules are anchored in current state mathematics standards and/or in SpringBoard curriculum. Susan Weston, Kentucky educational consultant for the Prichard Committee

37 How does this fit in HCPS right now? Hillsborough County Public School’s Empowering Effective Teachers Evaluation rubric data from the school year shows that as a district, the highest percentage of “developing” ratings is in Domain 3.  Domain 1: Planning and Preparation  Domain 2: The Classroom Environment  Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness  Domain 4: Professional Responsibilities

38 Why are CCSS important? Teachers are asking for support to improve their ratings in Domain 3. The CCSS provide the solution to the question, “What should we do to improve in Domain 3: Instruction?” We envision phasing in CCSS as a solution for teachers that aligns with our key goal of improving student achievement

39 CCSS Assessment Hillsborough County is preparing for national assessments by: Participating in the Partnership for Assessment of Readiness for College and Careers (PARCC) public comment review of the Model Content Frameworks for ELA/Literacy and Mathematics Aligning and revising current curriculum to the CCSS Analysis of curriculum materials to determine matches to CCSS and need for further instructional support Aligning of district-developed assessments to CCSS Participating in piloting of CCSS assessment items

40 Implementation Timelines

41 National and State Implementation Timeline

42 Implementation Timelines Hillsborough Mathematics Implementation Timeline

43 43 Hillsborough ELA and Content Literacy Implementation Timeline

44 HCPS Contact Information Wynne Tye, Assistant Superintendent for Curriculum and Instruction Lynn Dougherty-Underwood, Director of Literacy K-12

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46 Bringing Common Standards Into the Classroom Expert Presenters : Mark Baumgartner, director of professional issues, Cleveland Teachers Union Lynn Dougherty-Underwood, director of K-12 literacy, Hillsborough County Public Schools (Fla.)

47 Website for the Partnership for Assessment of Readiness for College and Careers (PARCC) -- Website for the SMARTER Balanced Assessment Consortium (SBAC) -- Website for the U.S. Department of Education’s Race to the Top Assessment program, which is what funded the assessment work -- EdWeek’s Curriculum Matters blog -- A couple of recent stories describing the work of the two assessment consortia -- and Participants are encouraged to track developments in assessment design on the websites of the two consortia, and on by indexing for “assessment”www.edweek.org The official website of the Common Core State Standards --

48 An on-demand archive of this webinar will be available at in less than 24 hrs.


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