A Guide for Professional Development Planning for Implementation of the CCSS November 2011 Updated February

Standards Learning progressions Student behaviors Awareness Instructional shifts Targeted, PD Deeper understanding Curriculum Assessment Curriculum and Assessment Reflection and Action Evaluation

Phase One: Building awareness of the CCSS among educators, including the rationale for having common standards across states All educators will be aware of the CCSS vision and will be familiar with the CCSS documents. All educators will understand the CCSS are learning progressions for students with the promise of being college and career ready. Educators will identify the student behaviors of learners that are college and career ready.

Phase Two: Going deeper into the standards to identify, understand, and implement significant instructional shifts implicit in the mathematics and ELA standards Educators will identify significant instructional shifts in ELA and mathematics. Educators will identify and participate in targeted, professional learning needed to implement CCSS.

Phase Three: Focusing on curriculum development/adoption and accessing the full range of assessment strategies to ensure success for all students All educators will collaborate to develop and adopt curriculum that is aligned to the Common Core State Standards. All educators will access the full range of assessment strategies to ensure success for all students.

Phase Four: Evaluating progress and making necessary revisions to the strategic plan to ensure success for all students. Educators will continue to meet in professional learning communities (PLC) to reflect on curriculum, instruction and assessment. Strategic plans will be updated to reflect learning.

Standards Learning progressions Student behaviors Awareness Instructional shifts Targeted, PD Deeper understanding Curriculum Assessment Curriculum and Assessment Reflection and Action Evaluation

Math Professional Development Cognitively Guided Instruction (CGI) Extending Children’s Mathematics

Professional Development Modules for Big Shifts in Mathematics, updated 1/12/2012 K Problem Situations Overview: Addition, Subtraction, Multiplication and Division Standards v. Curriculum Standards for Mathematical Practice and Vocabulary Instruction Transitioning Grades 3-8 to Common Core State Standards and Supporting K-2 and 9-12 Content Progressions, Learning Progressions, and Formative Assessment Developing the Base Ten System (Place Value) Developing Fact Fluency Problem Situations: Addition and Subtraction and Nature of "Equals" Problem Situations: Multiplication and Division and Nature of "Equals" Other Problem Situations: Multiplication and Division Fraction Concepts: Equal Sharing Fraction Operations: Multiple Grouping Strategies, Algorithms, and Recording Systems: Multi-digit Addition and Subtraction Strategies, Algorithms, and Recording Systems: Multi-digit Multiplication and Division Data Modeling: Inventing Displays, Center, and Precision Data Modeling: Chance and Modeling Functions Algebraic Thinking Proportional Reasoning Geometric Measurement: Linear, Area, Angle Geometric Measurement: Linear, Area (including surface area) Angle, Volume Non-geometric Measurement: Mass, Weight, Time, Money, etc…

Literacy Professional Development ELLA Effective Literacy CLASS Literacy Lab Disciplinary Literacy

Professional Development Modules for Big Shifts in ELA K Text Complexity Close Reading Vocabulary: Greek and Latin Roots Vocabulary Foundational Skills Phonics and Structural Analysis Argumentative Writing Disciplinary Literacy Overview Disciplinary Literacy: Reading History Disciplinary Literacy: Reading Science Close Reading of Complex Text How to Conduct Research Informative/Explanatory Writing

Science PD for Summer 2012 based on A Framework for K-12 Science Education Planning for Next Generation Science Standards (NGSS) for Grades K-2 Grades 3-5 Grades 6-8 High School

Next Generation Science Standards (NGSS) Framework for K-12 Science Education (available now) Next Generation Science Standards (coming soon)

School Change Student Achievement Change in Student Behavior Change in Teaching Behavior Change in Leadership Behavior Source: Model developed by Steven Barkley 19 Change in PLC Coaching

Joyce/Showers Research Training Components and Attainment of Outcomes in Terms of Percent of Participants Components Study of Theory Demonstrations Practice Peer Coaching Beverly Joyce and Bruce Showers (2002) Student Achievement Through Staff Development 3 rd Edition. Ch. 5: Designing Training and Peer Coaching: Our Needs for Learning. Alexandria, VA: Association for Supervision and Curriculum Development Knowledge (thorough) Skill (strong) Transfer (executive implementation) — OUTCOMES —

Instructional Facilitators Jim Knight Training Model Capacity Building based on Diane Sweeney’s Student Centered Coaching

Diane Sweeney June 19 – Maumelle High School June 20 – Nettleton Performing Arts Center June 21 – Northwest Co-op in Farmington

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Standards Learning progressions Student behaviors Awareness Instructional shifts Targeted, PD Deeper understanding Curriculum Assessment Curriculum and Assessment Reflection and Action Evaluation