Catherine Gewertz assistant editor, Education Week 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.) An on-demand archive of this webinar will be available at www.edweek.org/go/webinar in less than 24 hrs. The Cleveland Teachers Union and Cleveland Metropolitan School District Common Core State Standards Project Webinar August 30, 2011 Our Implementation Plan • Ohio’s theory – Build an infrastructure over a three year period (2011-2013) and implement the Common Core in all grades statewide in 2013-14 • 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 “ Our first year (2010-11) • 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 Our first year (2010-11): 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 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. 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. Characteristics of the ELA Standards document Strand Topics Standard Statement Characteristics of the ELA Standards document Strands Topics Standard Statements Standard Statements Standard Statements by Grade Level by Grade Level by Grade Band Characteristics of the Mathematics Standards document Domain (Topic) K-8 Standards Standard Algebra Symbol Cluster Our first year (2010-11): 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 Our first year (2010-11): 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 Our first year (2010-11): 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 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 • 2011-12 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 Moving Forward • Implement one grade-band per year – – – – K- 2 in 2011-12 3- 5 in 2012-13 6- 8 in 2013-14 9-12 in 2014-15 • 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 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 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 statecentric standards environment) • CMSD has carefully monitored Ohio Department of Education resources which may become very helpful in the future 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 “The Primary Goal of the Cleveland Metropolitan School District is to become a premier school district in the United States of America.” Hillsborough County Public Schools EdWeek Presentation August 30, 2011 Snapshot of Hillsborough County, Florida • Hillsborough County Public Schools is the 8th 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 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 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.” 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. Conveying the Common Message STAKEHOLDER FOCUS MESSAGE TIMELINE District Administrative Staff Introduction to CCSS March 2011 School Board Members Introduction to CCSS April 2011 District Curriculum Overview of CCSS and Instructional Staff June 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 Conveying the Common Message STAKEHOLDER FOCUS MESSAGE TIMELINE Mathematics and ELA/Reading Teachers Overview of the CCSS August 2011 Site Administrators Introduction to CCSS August 2011 Parent and Community Stakeholders Introduction to CCSS September 2011 Site Administrators Overview of CCSS September – October 2011 District and Site Administrators Introduction to National Assessments January 2012 Deepening the Implementation STAKEHOLDER FOCUS DEVELOPMENT TIMELINE •K-12 ELA and Introduction to Rigorous Mathematics Teachers Curriculum Design •6-12 Content Literacy Teachers September 2011 – June 2012 •K-12 ELA and Mathematics Teachers •6-12 Content Literacy Teachers Deepening the Implementation: Advanced Rigorous Curriculum Design January 2012June 2012 District ELA and Reading Supervisors and Resource Teachers Development of the Understanding the Instructional Impact of Text Complexity Workshop September – December 2011 Deepening the Implementation STAKEHOLDER FOCUS DEVELOPMENT TIMELINE 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 Deepening the Implementation STAKEHOLDER FOCUS DEVELOPMENT TIMELINE 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 2011- 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 2012June 2013 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 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.” Literacy Design Collaborative WHAT IS IT? •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. 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 Mathematics Design Collaborative WHAT IS IT? •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. 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 How does this fit in HCPS right now? Hillsborough County Public School’s Empowering Effective Teachers Evaluation rubric data from the 2010-2011 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 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 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 Implementation Timelines National and State Implementation Timeline Hillsborough Mathematics Implementation Timeline Implementation Timelines Hillsborough ELA and Content Literacy Implementation Timeline 43 HCPS Contact Information Wynne Tye, Assistant Superintendent for Curriculum and Instruction [email protected] Lynn Dougherty-Underwood, Director of Literacy K-12 [email protected] 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.) Website for the Partnership for Assessment of Readiness for College and Careers (PARCC) -- http://www.parcconline.org/ Website for the SMARTER Balanced Assessment Consortium (SBAC) -http://www.k12.wa.us/SMARTER/default.aspx Website for the U.S. Department of Education’s Race to the Top Assessment program, which is what funded the assessment work -http://www2.ed.gov/programs/racetothetop-assessment/resources.html EdWeek’s Curriculum Matters blog -- http://blogs.edweek.org/edweek/curriculum/ A couple of recent stories describing the work of the two assessment consortia -http://www.edweek.org/ew/articles/2011/08/10/01frameworks.h31.html and http://www.edweek.org/ew/articles/2011/02/11/21consortia.h30.html Participants are encouraged to track developments in assessment design on the websites of the two consortia, and on www.edweek.org, by indexing for “assessment” The official website of the Common Core State Standards -http://www.corestandards.org/ An on-demand archive of this webinar will be available at www.edweek.org/go/webinar in less than 24 hrs.