Our Implementation Plan

Report
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.

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