One District’s Collaborative Journey To Common Core Implementation

BACKGROUND  Multi-year elementary PD  Overly prescriptive instructional guidelines  Teacher frustration  Two districts- K/6 - 7/12

SET GUIDING PRINCIPLES Vision Research- Based Collaboration HO p. 2

DISTRICT VISION  Create collaborative culture  Successfully implement and support CCSS K-12  Use CCSS as the vehicle to make district-wide culture changes CCSS Culture Collaboration Structures

COLLABORATION STRUCTURES  Education Services Committee  Create CCSS Steering Committee  Secondary Math Committee HO p. 2

EDUCATION SERVICES  Make-Up - Directors, principal reps, Technology  Focus - Increased planning time  Realization of the need for broader input

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

KEY ELEMENTS  Clarity  Structure - Framework  Comprehensive  Equity and access  Time  Training

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

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

PRIORITY STANDARDS KEY ACTION STEPS  Establish committee  Facilitated process  Make initial selections  Vertically align standards K-12  Provide professional development  Acquire feedback, revise, publish

UNITS OF STUDY MODEL: LEADERSHIP AND LEARNING CENTER A series of specific lessons, learning experiences, and related assessments — based on targeted Priority Standards & supporting standards — for an instructional focus that may last anywhere from two to six weeks. HO p. 3

UNITS OF STUDY COMMITTEE  Make-up  Selection  Commitment  Principals  Process

JUSD UNITS OF STUDY : COMPONENTS IN DEVELOPMENT StandardsInstructionAssessmentData Analysis “Unwrapped” Priority Standards Matched SBAC Thinking Skill & DOK Big Ideas Essential Questions Engaging Learning Experiences Authentic Performance Tasks Aligned Rubrics Differentiation Common Formative Assessments Variety of Formats (e.g., SBAC) Frequent Progress Monitoring Data Teams or PLCs Focus on Student Needs & Work SMART Goals Targeted Strategies Results Indicators Priority Standards are carefully placed, paced, taught, assessed, re-taught, re-assessed throughout the year.

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 curriculum and robust assessments, both aligned to the Standards.” CCSSI Webinar, 2010

UNITS OF STUDY RESEARCH BASE (EFFECT SIZE, HATTIE, VLFT, 2012) Formative & Frequency of Assessment Teacher Clarity Teacher and Student Feedback Spaced/ Distributed Practice Meta- Cognition & Self- Regulate Mastery Learning Teacher Expectation Effect Size # of Studies ,310631, – 90 – 90 Study (Reeves, 2000) Laser-like focus on achievement Curriculum choices Non-fiction writing Collaborative scoring Multiple opportunities for success HO p. 4

Biggest Impact on Learning Hattie, Visible Learning, 2008 HO p. 4

CURRENT REALITY  CCSS Implementation - Elementary - Secondary  Professional Development  Culture

NEXT STEPS: IMPLEMENTATION AND ACCOUNTABILITY  Roll out  Cause and Effect indicators  Feedback Processes  Coaching HO p. 5

22 REFLECTIONS Reflection HO p. 6

QUESTIONS AND FOLLOW-UP Dave Doubravsky Jay Trujillo (see handout for contact info)