1. Parma City School District Professional Learning Model Committing to the Core Rethinking Mathematics & Literacy for the 21 st Century LITERACY COACHES Kellie Burke Rena McClellan MATH COACHES Heather Canzurlo Sara Good

2. Rationale http://www.learningforward.org/ The Standards for Professional Learning served to guide the learning design. Learning Communities:Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment. Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning. Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning. Data: Professional learning that increases educator effectiveness and results for all students uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning. Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes. Implementation: Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long term change. Outcomes: Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards. Leadership: Resources: Data: Learning Designs: Implementation: Outcomes:

3. Learning Communities  Each grade level (K-3) divided among three small cohorts o Building teams were intentionally split  Grade-level cohorts ranged from 15-25 participants  Cohorts comprised of both general education and special education teachers  Additional cohort of Title 1 teachers

5. Leadership  The district Race to the Top plan delineates a Common Core State Standards rollout  The Director of Elementary Teaching & Learning envisioned a comprehensive plan and support system for professional development  Leadership secured substitutes for teachers  Instructional Coaches charged with providing teacher training

6. Resources  Coaches researched materials from the growing body of Common Core Resources  Coaches synthesized and prioritized materials to create Alignment Resource Binders for Mathematics and Literacy  Videos from the authors of the CCSS

7. MATH BINDER The binder has 5 main tabbed sections: Common Core State Standards Learning Progressions ODE PARCC Everyday Math Please refer to your handout to see the table of contents for each section of the binder.

8. LITERACY BINDER The binder is tabbed by session number: Common Core State Standards Learning Targets Ten Guiding Principles “The Six Minute Solution” Text Complexity Writing Please refer to your handout to see the table of contents for each section of the binder.

9. Data Student achievement data informed planning Exit Slips provided formative assessment data Coaches took notes and typed up Exit Slip responses which were emailed to cohort participants and leaders Participants completed district online evaluation Coaches responded to feedback with adjustments

10. TEACHER FEEDBACK “ I learned the importance/value of “rich tasks” and allowing children to “lead” their own problem solving.” “I learned how misconceptions affect future mathematical understanding. I’ll stop now.” “I liked meeting with other teachers around the district. This model gave me the opportunity to hear many different views other than my grademates’. “It would be better for me to be with grademate to plan instruction better.” “It was nice to be with the same group of teachers from other schools. I liked having the same group all 3 times with the Cohort A group.” “I liked the small group over the year because we could share growth over the year. Building an environment in the classroom which supports viable arguments is very important.”

11. Learning Designs  Coaches applied current adult learning theories during the planning phase  Coaches modeled research-based strategies while facilitating Sessions o Marzano and Max Teaching strategies  Coaches applied current educational research to the design process o Hattie, Reeves

12. RESEARCH-BASED ACTIVITIES

13. Implementation  In order to sustain professional development, facilitators scheduled three full-day learning opportunities across the school year  Half of each Session devoted to Mathematics, and half to Literacy, so as to balance the learning

14. COMMITTING TO THE CORE SCHEDULE GRADECOHORT SESSION 1 SESSION 2 SESSION 3 KA11/22/112/16/123/22/12 KB11/29/112/23/123/28/12 1A11/7/111/12/122/27/12 1B11/8/111/17/122/28/12 1C11/10/111/19/122/29/12 2A11/14/111/9/123/2/12 2B11/16/111/10/123/8/12 2C11/17/111/11/123/15/12 3A12/5/112/7/123/19/12 3B12/12/112/9/123/20/12 3C12/16/112/13/123/21/12 Title 1A12/16/113/6/123/12/12

15. Outcomes  Teachers must be sufficiently prepared to implement the CCSS with fidelity in their classrooms and prepare students to succeed on the forthcoming PARCC assessments in 2015

16. PCSD Instructional Framework

17. Overarching Learning Target I can PLAN, ASSESS, and TEACH with intention, and in full alignment with the Common Core State Standards.

18. CONTENT OVERVIEW MATHEMATICSLITERACY SESSION 1 CCSS General Information The Standards for Mathematical Practice Creating a Community of Learners CCSS General Information Model Curriculum ELA Crosswalk SESSION 2 Structure & Organization of the CCSS-M Curriculum Through the Common Core Lens Rich Tasks Ten Guiding Principles Creating Learning Targets SESSION 3 Common Misconceptions & Diagnostic Teaching CGI Problem Structures Key Instructional Shifts Text Complexity Writing

19. Thank you! To access the resources used in Parma City School District’s Committing to the Core series, visit the following Wiki: http://committingtocore.wikispaces.com/