1. San Dieguito UHSD One District’s Journey Toward The Common Core Dr. Michael Grove, Associate Superintendent of Educational Services Brian Shay, Co-Chair Canyon Crest Academy, HS Lead ToSA Katie Martinez, Co-Chair Canyon Crest Academy, HS Curriculum Developer

2. 2012-13 Planning 2013-14 Awareness & Experimentation 2014-15 Alignment 2015-16 Implementation ●Provide PD to key District, site, and departmental instructional leaders on CCSS content & instructional/assess ment shifts ●Provide PD to key District, site, and departmental instructional leaders regarding the instructional & assessment shifts inherent to CCSS ●Develop CCSS transition plan ●Provide PD to all teachers regarding CCSS content & instructional & assessment shifts ●Make key math decisions ●Teachers experiment with CCSS-aligned lessons, strategies & materials ●Identify key PD & curricular needs for future ●Educate families ●Collaborate with feeder districts ●Pilot SBAC ●Align ELO’s & Common Assessments to CCSS ●Ongoing PD & coaching to support CCSS-aligned instructional shifts ●Develop curricular materials to support CCSS ●Implement new math courses in grades 7-9 ●Begin NGSS awareness & curriculum decision- making ●Implement SBAC ●Implement revised ELO’s and common assessments ●Focus on use of collaboration & PLC’s to support implementation and ongoing improvement ●Develop curricular materials to support CCSS ●Implement new math courses in grades 7-10 SDUHSD’s Gradual & Multi-Year Transition

3. Key Curricular Decisions Integrated or Traditional Approach? ●All Math teachers educated on options via meetings & PD sessions ●Site departments made independent recommendations via chairs ●Unanimous recommendation to move to Integrated approach What Courses to Offer and in Which Order? ●Chairs, ToSA’s, Principals brainstormed options ●Four options presented to all teachers via PD sessions ●Departments discussed and made suggestions/revisions ●Counselors/Sped/EL/Parents/Feeders provided input ●Site departments made independent recommendation via chairs ●Resulted in 3 tier (Intervention, CP, Honors) pathways with flexible entry/exit pointspathways

4. Instructional Materials Selection of Instructional Materials: ●Site & committee review/piloting of potential materials (Oct-April) ●Publisher presentations - Jan 2014 ●Site depts & committees made independent recommendations ●March 2014: Chairs/Ed Serv review recommendations - unanimous decision to “home grow” using Utah MS Math Project & Mathematics Vision Project ●Community review sessions prior to Board adoption Instructional Materials Development and Customization: ●ToSA Curriculum Developers ( Spring/Summer = 10 FT/Fall = 2 FT + 4 PT ) ●Description of customization process ●Description of Instructional Materials products ●Teacher and Student/Parent support websites

5. Teacher Professional Development 2013-14 School Year: ●Four part-time Math ToSA’s ●5-6 mandatory district-level PD days for all Math & Sped teachers o CCSS structure & content o SMP’s/Instructional shifts o Curricular decision-making ●Ongoing site-based PLC collaboration & outside PD opportunities 2014-15 School Year: ●8 part-time ToSA’s/ 2 full-time & 4 part-time Curriculum Developers ●District-level PD days coupled with site-based instructional coaching: o Support of new instructional materials/scope & sequence o Comprehensive Mathematics Instruction framework/Instr. shifts o Group/task facilitation, assessment/calibration, content (stats/Geo) ●Ongoing site-based PLC collaboration & outside PD opportunities

6. Ongoing Support for Teachers ●Formal professional development ●Site-based instructional coaching ●Site-based PLC process/collaboration ●Teacher resource website ●Formal & informal feedback processes (PD, surveys, web edits, etc.) ●External PD opportunities

7. Admin/Staff PD & Ongoing Support ●PD for Counselors on course sequences ●PD for site admin on instructional shifts/SMP’s ●Districtwide CCSS-aligned observation rubric ●PD for site admin on observation rubric ●Calibration observations with ToSA’s & admin ●Sites examining bell schedules to incorporate more PLC and student support time

8. Community PD & Ongoing Support ●Community CCSS Outreach Meetings o HS, MS, and Feeder District meetings (20+) o Site Admin, Ed Services, ToSA’s ●Math Info Nights at our Middle Schools ●Math instructional materials meetings ●Surveys for all MS and IM1 HS students and families ●Ongoing Communication & Support: o Math support website Math support website o Supt columns & e-blasts o Frequent social media communication

9. Challenges We Face ●Time for PD/Collaboration ●Complacency & resistance to change ●Resources (fiscal, curricular, & human) ●Letting go of “transmission model” ●Parent/Student support resources for Math ●Instructional mats development & delivery/parent trust ●Fear among families about kids as “guinea pigs” ●Immensity of instructional shifts