District Level CCSS Systems Implementation Plan
CDE Implementation Strategies
Guiding Strategy 1
Facilitate high quality professional learning opportunities for educators to ensure that every student has access
to teachers who are prepared to teach to the levels of rigor and depth required by the CCSS.
Guiding Strategy 2
Provide CCSS-aligned instructional resources designed to meet the diverse needs of all students.
Guiding Strategy 3
Develop and transition to CCSS-aligned assessment systems to inform instruction, establish priorities for
professional learning, and provide tools for accountability.
Guiding Strategy 4
Collaborate with parents, guardians, and the early childhood and expanded learning communities to integrate
the CCSS into programs and activities beyond the K–12 school setting.
Guiding Strategy 5
Collaborate with the postsecondary and business communities and additional stakeholders to ensure that all
students are prepared for success in career and college.
Guiding Strategy 6
Seek, create, and disseminate resources to support stakeholders as CCSS implementation moves forward.
Guiding Strategy 7
Design and establish systems of effective communication among stakeholders to continuously identify areas of
need and disseminate information.
Educator Supports
Plan for Implementation of the Common Core State Standards
English Language Arts / Literacy
Key Instructional Shifts in the Common Core
Teacher Professional Development
Curricular Resources & Instructional Materials
Instructional Shifts & Formative Assessment
1. Reading informational texts across the curriculum
A. The standards address reading across-­‐the-­‐curriculum • Identify a chain of delivery that impacts all teachers (ex. TRAINING -­‐ COACHING -­‐ • For K-­‐8, review the Model Curriculum Guides developed by CDE • Focus instructional time on what is emphasized in the standards that complement the content of the standards in LESSON STUDY -­‐ PLCs -­‐ CC Champion/Specialist, PLC Facilitator). to undersand what students should know upon entering a grade, so that students gain strong foundations with expository text. history/social studies, science, and technical subjects, • Determine who to have participate in SCOE's PD -­‐ Fall 2012 as i dentified w
ithin t he C ommon C ore. • Devote collaboration time for lesson development aligned with thus offering new grounding in informational text and • Share & discuss with staff CDE's Professional Development Online Module 4 "Non-­‐
• Analyze percentages of fiction vs. expository text by grade level the CCSS, centering instruction on high expectations for student placing a premium on students building knowledge Fiction Reading" (to be completed by September 2012) in E nglish L A c ourses a nd i dentify w
ays t o i ncrease e xpository t ext achievement, active student engagement and demonstration of from that reading. • Build teacher understanding of the Learning Progressions of reading and how to recommended levels. effective teaching practices. B. The reading standards focus on students’ ability to expository reading & text complexity develop by grade level and across content areas. • Use grade level teams to ensure literacy development is • Discuss how to guide instruction by big ideas and essential read closely and grasp information, arguments, ideas (ex. Hunt Institute youtube videos) addressed in all disciplines. questions. and details based on textual evidence. Students should • Build teacher understanding of how SBAC will assess reading, including Depth of • Review current instructional materials to determine alignment • Utilize questioning, coaching, and feedback to stimulate student be able to answer a range of text-­‐dependent questions, Knowledge. to CCSS, pacing, and where to supplement resources. reflection. questions that require both explicit and/or implicit • Provide PD to History, Science and Technical Subject teachers to support in the • Review the reading levels reflected in the textbooks and other • Develop scaffolded student learning objectives, formative reference to or citation of the text. implementation o f c ommon s trategies across a grade level. instructional materials by grade level/course. assessments and protocols for reviewing formative assessment C. The standards build a staircase of text complexity so • Provide PD (coaching, lesson study, etc.) to help teachers see the value of pre-­‐
• Review and select specific non fiction selections from current data to inform classroom instruction to meet student needs. that all students are ready for the demands of college-­‐ reading, vocabulary development, and post-­‐reading strategies to improve reading in reading, social studies and science texts to use with students in • Leverage digital learning tools in reading instruction and and career-­‐level reading no later than the end of high their content areas. various grades. student activity. school. • Provide time for grade level teaching teams to agree on strategies to teach and use • Provide lexile info through the school media center (library). • D
etermine p rocess t o c ontinuously m
easure s tudent literacy with students across content areas. • Develop a curricular framework that clarifies when CCSS should levels, including a comparison of the data to literacy achievement • Get involved in REACH HIGHER Shasta's Early Literacy Task Force (Grades K-­‐1). be taught/mastered and how to integrate technology and media goals of the school and individual progress over time. • Get involved in REACH HIGHER Shasta's Literacy Task Force (Grades 2-­‐3). sources into instructional activities. • A
lign f ormative t ools/assessments t o C CSS c ontent t o a void • Provide examples of how instruction can be built with the goal of culminating in a • Identify expected performance through student work samples measuring outdated content or expectations. performance task. of p
roficient/non-­‐proficient, essential questions and assessment • Teachers adjust instruction based on student reflection and • Provide PD to understand the standards to ensure deep insight into content and criteria to share with students at the beginning of units/lessons. feedback. performance expectations. • Use CCSS adopted materials with fidelity.
• Train staff to administer, troubleshoot, and provide test security for SBAC.
2. Writing grounded in evidence from text
The Common Core Standards place a premium on students writing to sources across the curriculum, i.e., using evidence from texts to present careful analyses, well-­‐defended claims, and clear information. This writing may be in the form of research, short answers, interacting/collaborating with others, integrating and evaluating media and formats.
3. Listening and speaking, including academic vocabulary
Rather than focusing solely on the skills of reading and • Provide PD to build awareness of how students might demonstrate their • Work as grade level teams and vertical teams to determine Tier writing, the standards highlight the skills students need understanding and apply knowledge and skills in activities and tasks involving listening 2/domain specific vocabulary to focus on.
in listening and speaking, including a focus on academic and speaking. vocabulary: words that appear in a variety of content • Provide examples of how to leverage digital learning tools in instruction and student areas (such as ignite and commit). Students also need activity related to listening and speaking. to be able to make strategic use of digital media and • Provide PD to understand the standards to ensure deep insight into content and visual displays of data to express information and performance expectations. enhance understanding of presentations.
*Education First Achieve, March 2012.
• Share & discuss with staff CDE's Professional Development Online Module 5 "Non-­‐
• Analyze writing lessons and experiences found in current • Focus instructional time on what is emphasized in the standards Fiction Writing" (to be completed by September 2012) instructional materials to determine where supplementation is so that students gain strong foundations in writing. • Use Hunt Institute (youtube) videos on Common Core for building understanding of needed. • Devote collaboration time for lesson development of writing expository writing. • Discuss in grade/course teams what writing prompts to include skills. • Build understanding of how SBAC will assess writing using sample prompts/tasks and on a daily/weekly basis. • Discuss in grade/course teams how instruction can be built with Depth of Knowledge. • Identify expected performance in student writing samples as the goal of culminating in a performance task. • Acquire a deeper understanding of how expository writing develops by grade level proficient/non-­‐proficient for each form of writing. • D
etermine p rocess f or t eachers to track student progress in and across the content areas, emphasizing use of evidence to inform or make an • Develop rubrics for expository writing to be used in English, writing. argument. History, S cience &
T echnical S ubjects, emphasizing use of • Discuss how to use questioning, coaching, and feedback to • Determine who to have participate in SCOE's PD -­‐ Winter/Spring 2013 evidence to inform or make an argument.
stimulate student reflection on their writing. • Provide PD to History, Science and Technical Subject teachers to support in the • Teachers adjust instruction based on student reflection and implementation of common writing format, strategies, and expectations across a grade feedback. level and content areas. • Align formative tools/assessments to CCSS content to avoid • Provide examples of how to leverage digital learning tools in writing instruction and measuring outdated content or expectations. student activity. • Provide PD to understand the standards to ensure deep insight into content and performance expectations. • Devote collaboration time for lesson development that includes vocabulary development, listening and speaking. • Determine process for teachers to track student progress in vocabulary development, listening and speaking. • Discuss how to use questioning, coaching, and feedback to stimulate student reflection. • Teachers adjust instruction based on student reflection and feedback.
Shasta County Office of Education, 06.19.12
Educator Supports
Plan for Implementation of the Common Core State Standards
Key Instructional Shifts in the Common Core
Mathematics
1. Depth of Understanding
2. Coherence: think across grades, and link to major topics
Teacher Professional Development
Curricular Resources & Instructional Materials
Instructional Shifts & Formative Assessment
• Identify a chain of delivery that impacts all teachers (ex. TRAINING -­‐ COACHING -­‐ • For K-­‐8, review the Model Curriculum Guides developed by CDE • Focus instructional time on what is emphasized in the standards LESSON STUDY -­‐ PLCs -­‐ CC Champion/Specialist, PLC Facilitator). to undersand what students should know upon entering a grade, so that students develop depth of understanding in mathematics. Rather than racing to cover everything in today’s mile-­‐
• Determine who to have participate in SCOE's PD -­‐ Fall 2012 as identified within the Common Core. • Instruction in math conceptual development is planned using wide, inch-­‐deep curriculum, teachers use the power of • Use Hunt Institute (youtube) videos on Common Core for building understanding of • Review current instructional materials to determine alignment data from formative assessments. the eraser and significantly narrow and deepen the way focus in mathematics. to CCSS, pacing, and where supplementing resources will be • Discuss how to guide instruction by big ideas and essential time and energy is spent in the mathematics classroom. • Understand Depth of Knowledge using the Cognitive Rigor Matrix (Appendix B). needed. questions. They focus deeply on only those concepts that are • Initial PD focus on mathematical ideas that are treated differently than in 1997 CA • Develop a curricular framework that clarifies when CCSS should • Utilize questioning, coaching, and feedback to stimulate student emphasized in the standards so that students can gain standards, ones that may be new to a grade level, or are foundational to what is to be taught/mastered and how to integrate technology and media reflection on their understanding of math concepts. strong foundational conceptual understanding, a high come in later grades. sources into instructional activities. • L everage d igital l earning t ools i n m
ath i nstruction a nd s tudent degree of procedural skill and fluency, and the ability to • Understand Major Clusters of content by grade level (K-­‐8) and performance • Identify expected performance through student work samples activity. apply the mathematics they know to solve problems expectations. of p roficient/non-­‐proficient, e ssential q uestions a nd a ssessment • Teachers adjust instruction based on student reflection and inside and outside the mathematics classroom.
• Provide examples of how instruction can be built with the goal of culminating in a criteria to share with students at the beginning of units/lessons. feedback. performance task that shows depth of understanding. • U
se C CSS a dopted m
aterials w
ith f idelity.
• Use Hunt Institute (youtube) videos on Common Core for building understanding of • Curriculum topics are sequenced by grade/course • Align formative tools/assessments to CCSS content to avoid A. Thinking across grades: Instead of treating coherence in math. • Analyze Learning Progressions within each Domain across grade measuring outdated content or expectations. mathematics in each grade as a series of disconnected • Discuss how to guide instruction by big ideas and essential questions toward deep levels/courses to determine areas of emphasis for specific grades, • Determine process to continuously measure student numeracy topics, principals and teachers carefully connect the conceptual understanding. including the depth of understanding students need to access levels, including a comparison of the data to math achievement learning within and across grades so that, for example, • Get site involvement in the Math Task Force (Grade 8-­‐HS) concepts from various perspectives and applying the concepts to goals of the school and individual progress over time (growth over fractions or multiplication develop across grade levels • Share & discuss with staff CDE's Professional Development Online Module 3 – Math: K-­‐new situations (using the Cognitive Rigor Matrix -­‐ Appendix B). multiple y ears). and students can build new understanding onto 12 Learning Progression (to be completed by September 2012) • Determine essential standards for mastery by grade level. foundations built in previous years. Teachers can begin • Spend PLC time reading, discussing and learning the progression of each domain in • Develop rubrics for performance tasks. to count on deep conceptual understanding of core the CCSS. See http://ime.math.arizona.edu/progressions for downloads of the • High School only -­‐ facilitate a process for the math department content and build on it. Each standard is not a new progression documents. to spend time on each math cluster, including proposed SBAC event, but an extension of previous learning. • I dentify " transition" s kills a nd c oncepts s tudents w
ill need to be taught as they questions. Determine how each cluster is built within the B. Linking to major topics: Instead of allowing less transition to CCSS -­‐ skills and concepts that have switched grade levels and may traditional high school sequence and how they would be built important topics to detract from the focus of the grade, otherwise be missed. within a n i ntegrated a pproach. ( Best d one i n c ollaboration w
ith these topics are taught in relation to the grade level • Provide examples of how to leverage digital learning tools in student activity across district/county.)
focus. For example, data displays are not an end in grade levels. themselves but are always presented along with grade-­‐ • Provide PD to understand the standards to ensure deep insight into content and level word problems.
performance expectations. Conceptual understanding: Teachers teach more than • Involve Grade 8 Common Core teachers in the REACH HIGHER Shasta Common Core • Understand which concepts and skills have changed grade levels • Identify ways to embed Mathematical Practices in the content “how to get the answer” and support students’ ability Grade 8 Math Support Group. and the types off student involvement that will be needed for currently being taught, using the "Look-­‐For Tool" and other to access concepts from a number of perspectives so • Use Hunt Institute (youtube) videos on Common Core for building understanding of students to be successful in math. resources. that students are able to see mathematics as more than math standards and practices. • Develop a clear curricular framework for which CCSS should be • Develop ways for students to share their thinking in writing, a set of mnemonics or discrete procedures. Students • Share & discuss with staff CDE's Professional Development Online Module 2 – K-­‐12 taught in which part of the year (ex. by benchmark/quarter). justify t heir a nswers, a nd s olve problemes in multiple ways. I dentify e xpected p erformance t hrough student work samples • Utilize questioning, coaching, and feedback to stimulate student 3. Rigor: Use the demonstrate deep conceptual understanding of core Standards for Mathematical Practice (to be completed by September 2012). • • Focus PD on a few key mathematical practices to address in depth, embedded in of proficient/non-­‐proficient, essential questions and assessment reflection on their use of the Mathematical Practices and their Standards for mathematics concepts by solving short conceptual problems, applying mathematics in new situations, and discussions about content. criteria to share with students at the beginning of units/lessons. understanding o f t he m
ath c oncepts. Mathematical speaking about their understanding. • U
nderstand p rocedural fluency needed at specific grade levels. • Review online resources, such as Illustrative Mathematics to see • Teachers adjust instruction based on student written reflections Practice as the Procedural skill and fluency: Students are expected to • Provide PD on connecting mathematical practices and content. level of rigor.
and problem solving difficulties. have s
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tudents' centering instruction on high expectations for student and fluency, and and choose the appropriate concept for application abilities in concept & math practices, analytical reasoning & real world application. achievement and demonstrate effective teaching practices. application with even when they are not prompted to do so. Teachers • Provide PD (coaching, lesson study, etc.) to help teachers see the interweaving of • Define and design ways to collect evidence to ensure that intensity
provide opportunities at all grade levels for students to conceptual understanding, procedural skills and problem solving. students are meeting the CCSS, both content and practice apply mathematics concepts in “real world” situations. • Train staff to administer, troubleshoot, and provide test security for SBAC.
standards. Teachers in content areas outside of mathematics, • Develop scaffolded student learning objectives, formative particularly science, ensure that students are using assessments and protocols for reviewing formative assessment mathematics—at all grade levels—to make meaning of data to inform classroom instruction to meet student needs. and access content.
*Education First Achieve, March 2012.
Shasta County Office of Education, 06.19.12
Student Supports
English Language Arts / Literacy
Targeted Interventions
System Alignment
Technology Skills
Summative Assessments
Stakeholder Outreach
Accountability
Communication & Involvement
• Identify where to focus reading intervention efforts by • Build a collective understanding with school staff of the • Teachers have access to data about student reading • Develop clear, measurable targets for lexile levels by • Sign up to receive CDE's weekly communications on grade and skill. SBAC: How will students be tested? What technology skills levels. grade level. Common Core and SBAC. • Determine how to identifying struggling students. will s tudents n eed b y w
hat grade levels to be successful in • Determine what reading skills & abilities will be • Track school level progress on data indicators for REACH • Identify key groups/individuals who need to be engaged • Determine what supports will be available to English reading? monitored at each grade level and frequency of HIGHER Shasta. in the implementation of the CCSS to ensure broad buy-­‐in Learners and Students with Disabilities.
• Develop a continuum of technology skills, experiences assessments. • Develop accountability system to include information on and shared ownership. and abilities students will need in relation to reading. • D ata a re c ollected to measure achievement in CCSS in comprehension of informational text by grade level/course. • C ommunicate h ow t he C CSS f its w
ith o
ngoing R EACH • Build staff understanding of what technology readiness reading and analyzed by subgroup and by teacher. • D evelop s ystem to frequently test students below target HIGHER Shasta & school improvement efforts. looks like at each grade level in reading. • M
easure student work against the CCSS & SBAC. reading l evels. • Get involved in the work of REACH HIGHER Shasta, work • Build in student use of technology in reading summative • Determine information and feedback to collect in order that is aligned with CCSS. assessments. to monitor whether instructional practice changes in • Build awareness of the value of CCSS. reading as a result of teacher training. • B uild p ublic understanding and awareness of Common • Determine how to use data to identify and monitor Core & raise in rigor -­‐ internationally benchmarked, college common gaps in instruction and student learning in CCSS & career readiness standards with school boards, parent reading. clubs, i n p arent meetings about CCSS & SBAC. • Set a vision for school community's transition to the CCSS. • Share with teachers, students, and parents the English/Language Arts and Literacy requirements for postsecondary opportunities. • Share the benefits of the reforms -­‐ how they represent a step forward for the U.S. and CA. • Communicate the level of expectations of the CCSS across stakeholder groups, including with families and communities. • Identify where to focus writing intervention efforts by • Build a collective understanding with school staff of the • Determine what writing skills & abilities will be • Develop clear, measurable targets for writing proficiency • Outline for teachers and parent groups what supports grade and skill. SBAC: How will students be tested? What technology skills monitored at each grade level and frequency of needed by grade level. will be offered to help educators teach the raised • Determine what supports will be available to English will students need by what grade levels to be successful in assessments. • • Determine information and feedback to collect in order expectations. • Outline for stakeholders what supports will be offered to Learners and Students with Disabilities. writing? Data are collected to measure achievement in CCSS in to monitor whether instructional practice changes in meet the raised expectations. • Develop a continuum of technology skills, experiences writing and analyzed by subgroup and by teacher. writing a s a r esult o
f t eacher training. help s tudents • Examine course specifications -­‐ specifically at the high and abilities students will need in relation to writing. • B uild i n s tudent u se o f t echnology in writing summative • Determine how to use data to identify and monitor • Build staff understanding of what technology readiness assessments. common gaps in instruction and student learning in CCSS school level -­‐ to ensure they align with the CCSS. • Develop grading practices that show progression towards looks like at each grade level in writing. writing. mastery of Common Core standards. • Determine what supports will be available to English Learners and Students with Disabilities.
*Education First Achieve, March 2012.
• Build a collective understanding with school staff of the • Determine how to track growth in academic vocabulary. • Develop clear, measurable targets for listening & SBAC: How will students be tested? What technology skills • Data are collected to measure achievement in listening speaking proficiency needed by grade level. will students need by what grade levels to be successful in and speaking and analyzed by subgroup and by teacher. • D etermine i nformation and feedback to collect in order listening and speaking? to monitor whether instructional practice changes in • Develop a continuum of technology skills, experiences listening & speaking as a result of teacher training. and abilities students will need in relation to listening and speaking. • Build staff understanding of what technology readiness looks like at each grade level in listening and speaking. Shasta County Office of Education, 06.19.12
Student Supports
Targeted Interventions
System Alignment
Technology Skills
Mathematics
• Determine how to identifying struggling students. • T eachers u se v ideo c lips, p resentation software, and other electronic sources as learning tools to deepen student understanding of concepts.
Summative Assessments
Stakeholder Outreach
Accountability
Communication & Involvement
• Develop accountability system to include information on • Sign up to receive CDE's weekly communications on conceptual understanding by grade level/course. Common C ore a nd S BAC. • Determine information and feedback to collect in order • Identify key groups/individuals who need to be engaged to monitor whether instructional practice changes in in the implementation of the CCSS to ensure broad buy-­‐in developing conceptual understanding as a result of teacher and shared ownership. training. • C ommunicate h ow t he C CSS f its w
ith ongoing REACH HIGHER Shasta & school improvement efforts. • Get involved in the work of REACH HIGHER Shasta, work that is aligned with CCSS. • Build awareness of the value of CCSS. • Build public understanding and awareness of Common Core & raise in rigor -­‐ internationally benchmarked, college & career readiness standardsn with school boards, parent • Identify where to focus math intervention efforts by • Build a collective understanding with school staff of the • Determine what math skills & abilities will be monitored • Track school level progress on data indicators for REACH clubs, in parent meetings about CCSS & SBAC. grade and skill. SBAC: How will students be tested? What technology skills at each grade level and frequency of assessments. HIGHER Shasta. • Set a vision for school community's transition to the • Determine what supports will be available to English will students need by what grade levels to be successful in • Data are collected to measure achievement in CCSS in • Develop clear, measurable targets for math proficiency CCSS. • Share with teachers, for Learners and Students with Disabilities.
mathematics? mathematics and analyzed by subgroup and by teacher. levels by grade level, including math fact fluency. students, a nd p
arents t he M
ath r equirements postsecondary opportunities. • Develop a continuum of technology skills, experiences • Share the benefits of the reforms -­‐ how they represent a and abilities students will need in relation to mathematics. step forward for the U.S. and CA. • Build staff understanding of what technology readiness • Communicate the level of expectations of the CCSS across looks like at each grade level in mathematics. stakeholder groups, including with families and communities. • Outline for teachers and parent groups what supports will be offered to help educators teach the raised expectations. • Outline for stakeholders what supports will be offered to help students meet the raised expectations. • Examine course specifications -­‐ specifically at the high school level -­‐ to ensure they align with the CCSS. • Develop grading practices that show progression towards • Identify gaps between 1998 CA Standards and CCSS to • U
se p erformance-­‐based assessments in math classrooms • Develop system to frequently test students who have not mastery of Common Core standards. determine what additional skills and concepts need to be and provide feedback to students on progress. mastered m
ath f acts a t n eeded g rade level(s). taught to bring students "up to speed". • Provide convenient access to teachers on student math • Determine how to use data to identify and monitor achievement data. common g aps i n i nstruction and student learning in CCSS • Measure student work against the CCSS & SBAC. math. • Build in student use of technology in math summative assessments. *Education First Achieve, March 2012.
Shasta County Office of Education, 06.19.12
English Language Arts / Literacy
Stakeholder Outreach
Communication & Involvement
System Alignment
Accountability
Summative Assessments
Technology Skills
Targeted Interventions
Instructional Shifts & Formative Assessment
Student Supports
Educator Supports
Curricular Resources & Instructional Materials
Teacher Professional Development
Key Instructional Shifts in the Common Core
Plan for Implementation of the Common Core State Standards Action Steps for the 2012 -­‐ 2013 School Year
1. Reading informational texts across the curriculum
2. Writing grounded in evidence from text
3. Listening and speaking, including academic vocabulary
Shasta County Office of Education, 2012.
Stakeholder Outreach
Action Steps for the 2012 -­‐ 2013 School Year
1. Depth of Understand-­‐ ing
Mathematics
Communication & Involvement
System Alignment
Accountability
Summative Assessments
Technology Skills
Targeted Interventions
Instructional Shifts & Formative Assessment
Student Supports
Educator Supports
Curricular Resources & Instructional Materials
Teacher Professional Development
Key Instructional Shifts in the Common Core
Plan for Implementation of the Common Core State Standards 2. Coherence: think across grades, and link to major topics
3. Rigor: Use the Standards for Mathematical Practices as the focus for conceptual understanding, procedural skill and fluency, and application with intensity
Shasta County Office of Education, 2012.
Educator Supports
Plan for Implementation of the Common Core State Standards
English Language Arts / Literacy
Key Instructional Shifts in the Common Core
Teacher Professional Development
1. Reading informational texts across the curriculum
A. The standards address reading across-­‐the-­‐curriculum that complement the content of the standards in history/social studies, science, and technical subjects, thus offering new grounding in informational text and placing a premium on students building knowledge from that reading. B. The reading standards focus on students’ ability to read closely and grasp information, arguments, ideas and details based on textual evidence. Students should be able to answer a range of text-­‐dependent questions, questions that require both explicit and/or implicit reference to or citation of the text. C. The standards build a staircase of text complexity so that all students are ready for the demands of college-­‐ and career-­‐level reading no later than the end of high school. 2. Writing grounded in evidence from text
The Common Core Standards place a premium on students writing to sources across the curriculum, i.e., using evidence from texts to present careful analyses, well-­‐defended claims, and clear information. This writing may be in the form of research, short answers, interacting/collaborating with others, integrating and evaluating media and formats.
3. Listening and speaking, including academic vocabulary
Rather than focusing solely on the skills of reading and writing, the standards highlight the skills students need in listening and speaking, including a focus on academic vocabulary: words that appear in a variety of content areas (such as ignite and commit). Students also need to be able to make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
*Education First Achieve, March 2012.
Curricular Resources & Instructional Materials
Instructional Shifts & Formative Assessment
Shasta County Office of Education, 2012.
Educator Supports
Plan for Implementation of the Common Core State Standards
Mathematics
Key Instructional Shifts in the Common Core
Teacher Professional Development
1. Depth of Understanding
Rather than racing to cover everything in today’s mile-­‐
wide, inch-­‐deep curriculum, teachers use the power of the eraser and significantly narrow and deepen the way time and energy is spent in the mathematics classroom. They focus deeply on only those concepts that are emphasized in the standards so that students can gain strong foundational conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the mathematics they know to solve problems inside and outside the mathematics classroom.
2. Coherence: think across grades, and link to major topics
A. Thinking across grades: Instead of treating mathematics in each grade as a series of disconnected topics, principals and teachers carefully connect the learning within and across grades so that, for example, fractions or multiplication develop across grade levels and students can build new understanding onto foundations built in previous years. Teachers can begin to count on deep conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning. B. Linking to major topics: Instead of allowing less important topics to detract from the focus of the grade, these topics are taught in relation to the grade level focus. For example, data displays are not an end in themselves but are always presented along with grade-­‐
level word problems.
Conceptual understanding: Teachers teach more than “how to get the answer” and support students’ ability to access concepts from a number of perspectives so that students are able to see mathematics as more than a set of mnemonics or discrete procedures. Students demonstrate deep conceptual understanding of core 3. Rigor: Use the mathematics concepts by solving short conceptual Standards for problems, applying mathematics in new situations, and Mathematical speaking about their understanding. Practice as the Procedural skill and fluency: Students are expected to have speed and accuracy in calculation. Teachers focus for structure class time and/or homework time for students conceptual to practice core functions such as multiplication facts so understanding, that students are able to understand and manipulate procedural skill more complex concepts. and fluency, and Application: Students are expected to use mathematics and choose the appropriate concept for application application with even when they are not prompted to do so. Teachers intensity
provide opportunities at all grade levels for students to apply mathematics concepts in “real world” situations. Teachers in content areas outside of mathematics, particularly science, ensure that students are using mathematics—at all grade levels—to make meaning of and access content.
*Education First Achieve, March 2012.
Curricular Resources & Instructional Materials
Instructional Shifts & Formative Assessment
Shasta County Office of Education, 2012.
Student Supports
Technology Skills
Summative Assessments
Stakeholder Outreach
Accountability
Communication & Involvement
English Language Arts / Literacy
Targeted Interventions
System Alignment
*Education First Achieve, March 2012.
Shasta County Office of Education, 2012.
Student Supports
Technology Skills
Summative Assessments
Stakeholder Outreach
Accountability
Communication & Involvement
Mathematics
Targeted Interventions
System Alignment
*Education First Achieve, March 2012.
Shasta County Office of Education, 2012.
Ceres Unified School District
Common Core Implementation Grant Plan
Estimated Funding:
CUSD 2012 enrollment 11,824 @ $200 = $2,364,800
WCS 2012 enrollment
570 @ $200 = $ 114,000
Total estimated revenue $2,478,800
Resource Code: 7405/Revenue Object: 8590
Funding Distribution: 50% August 2013 and 50% October 2013
Expenditure Timeline: July 2013 thru June 2015
Expenditure of Common Core funding will be in alignment with the state allowable expenditures
outlined below.
ALLOWABLE EXPENDITURES:
1) Professional development for teachers, administrators, and paraprofessional educators or
other classified employees involved in the direct instruction of pupils that is aligned to
the academic content standards adopted pursuant to California Education Code (EC)
sections 60605.8, 60605.11, 60605.85, and 60811.3.
Professional development will include conferences, workshops, release time,
instructional coaching, consultants, instructional materials, and other activities which
engage teachers, administrators, and paraprofessional educators in learning the standards
and the most effective, research-based means for implementing Common Core standards
and assessment systems in every subject and grade level.
2) Instructional materials aligned to the academic content standards adopted pursuant to EC
section 60605.8, 60605.85, 60605.11 and 60811.3 including, but not limited to
supplemental instructional materials as provided in sections 60605.86, 60605.87, and
60605.88.
Purchases will include materials for instruction of Common Core English Language Arts
Standards in English Language Arts and in Common Core Mathematics. In addition,
purchases will include materials for instruction of Common Core Literacy Standards in
grades 6-12.
3) Integration of these academic content standards through technology-based instruction for
purposes of improving the academic performance of pupils, including, but not necessarily
limited to, expenditures necessary to support the administration of computer-based
assessments and provide high-speed, high-bandwidth internet connectivity for the
purpose of administration of computer-based assessments.
Thelma Meléndez de Santa Ana, Ph.D., Superintendent
SAUSD Common Core State Standards (CCSS) Transition Plan
December, 2012
Awareness Phase
Transitional Phase
Transitional Phase
Full Implementation
2011-2012
2012-2013
2013-2014
2014-2015
•Focus: Administrators,
Curriculum Specialists,
TOSAs, Department
Chairs
•CCSS Introduction
Spring 2012
 CCSS overview with
instructional leaders
(Why?)
o Principals
o Curriculum
Specialists
o TOSAs
o Department
Chairs/Teacher
Leaders
(Language Arts,
Math, Science)
•Focus: Administrators,
Curriculum Specialists,
CLAS Teachers, TOSAs,
Classroom Teachers,
Students
•CCSS Introduction
•Focus on Instructional
Shifts
Fall 2012
Spring 2013
 CCSS overview at all
sites (Why?)
 Content-specific
overviews in all content
and elective areas
(What?)
 Content Training on
instructional shifts
(How?)
o Close reading and
analysis of complex
text
o Argumentative
writing
o Academic Language
o Focus, Coherence
and Rigor (Math)
 One Unit of Study
Developed by
Curriculum Specialists
for classroom teachers
with CLAS coaching
support (November—To
approach)
 Implement CCSS
strategies with focus
on instructional
shifts (Practice and
coaching)
 CLAS Teachers/
writing teams
develop one unit of
study with
Curriculum
Specialists support
(Dec-May) for end of
year
 Adapt portions of
pacing guides to
reflect CCSS
 Include CCSS item
with each unit
 Identified K-12
classroom teachers
develop additional
units of study
(Summer)

•Focus: Administrators,
Curriculum Specialists,
CLAS Teachers, TOSAs,
Classroom Teachers,
Students
•Focus on performancebased assessment and
lesson design
Fall 2013
 Train teachers on
performance
basedassessments
 Implement model
lessons/developed
units of study with
focus on
instructional shifts
and assessment
(practice and
coaching)
 Continue to adapt
pacing guides to
reflect CCSS.
 Integrate CCSS
items in
benchmark/
Common
Assessments
Spring 2014
 Train teachers on
lesson design with
CCSS focus
 Identified teachers
continue to
develop of CCSS
lessons to
complement
content pacing
guides (practice
and coaching).
 Complete CCSS
pacing guides for all
content areas.
 Integrate CCSS
items in
benchmark/
Common
Assessments
•Focus: Administrators,
Curriculum Specialists,
CLAS Teachers, TOSAs,
Classroom Teachers,
Students
•Full implementation of
CCSS with CCSS
assessment
Fall 2014
 Fully implement
common core
pacing guides,
lessons and
assessments
 CCSS benchmarks/
Common
Assessments
Common Core Implementation Plan: Martinez Unified School District
2011-2015
Goals of the CCSS:
 To correct inconsistencies between and among states in the quality and rigor of their standards & assessments
 To have research-based standards that prepare all students to be college and career ready
 To enable students from the U.S. to compete with their peers globally
 To align standards with 21st Century skills of College and Career Readiness
This is a working document that changes often.
For the most recent information, please check
the MUSD CCSS Resources site.
Some Goals/Outcomes of this Plan:
 Provide a supportive foundation that will ultimately improve instruction and increase student access & achievement through CCSS alignment.
 Keep stakeholders up to date on changes and what’s to come, allow district team to get up to speed on CCSS
 Refine & revise current assessment/reporting system incorporate performance tasks & real world application  transition to the demands of new SBAC System
Big Ideas
Winter
20112012
Spring
2012
Summer
2012
Communicate, Understand, Build Foundation
Fall
2011
Outcomes (all Teachers)
Communication
of Information
AC 
Implementation Team
Alignment
((Time for AC to become
comfortable supporting the
implementation with staff))
Training/Informa
tion to AC
(big ideas)
Form District
Implementation Team
Common Core Institute
Meeting
CCR discussion begins
at secondary level
Training/Information to
AC (big ideas, timeline,
resources, crosswalks)
Solicit Teachers for Team
AC Reviews crosswalks
and power standards
to take back to
teachers
Leadership Team:
Standard Deconstruction
Process for Team Leaders
to support sites
Grade level teams/
departments begin to
familiarize with
crosswalks – what
standards are Good to
Go?
CCR discussion begins - secondary
Initial understanding of the big
picture of CCSS: why, when, what
Resources available for
preview/early adopters
Initial understanding of the big
picture of CCSS: why, when, what
Initial discussion on what current
standards are: Moving/Good to
Go/Missing (MGMs)
All teachers have access to the
CCSS & Planning Goals for 12-13
 Expository Writing across
content areas
 Informational Texts,
 Math Tasks
 Academic Vocabulary
Provide first
initial CCSS
awareness
CCSS Resources
Site (MUSD)
Provide second
CCSS awareness
(via
Sliderocket)
training for all
staff
Leadership Team Meets
to discuss Online
Learning Modules for
2012-13
August AC Retreat:
Plans for CCSS Transition
Practice with LMS to
deliver instruction
Curriculum,
Instructional Materials,
Assessment
Teachers meet to
revise assessments &
plan for incorporation
of performance tasks
Analyze 9-12 pilot in
light of DATA & CCSS
Pilot
Tech Initiative
Professional Development
Staff Development
Tech
Pilot Begins
Minimum Day:
K-5: Technology Integration & (Math)
6-8: PBIS
9-12: Google
Exploration of
Flipped
Classroom,
Project-based
learning
Minimum Day:
K-5: Technology Integration (ELA) – Pilot
Teachers,
6th-8th
9th-12th: College & Career Readiness
Pilot Glencoe
Algebra 2 app
for iPads
Minimum Day:
K-5: Technology Integration & the
Common Core
Purchase 9-12 ELA
Materials
Summer tech
trainings for
Pilot, Phase II
Teachers
Curriculum &
Instruction
Department
Gather and Cull
Resources
Disseminate
Information
Work with CCCOE to
craft rollout plan
Deliver PD for Staff
Support Staff in
Analysis of Standards
& Curriculum MGMs
(provide tool to do so)
Create Good to Go/
Power Standard
Alignment Doc (based
on Spring Info)
Benchmark analysis/
revision for alignment
Create LMS Modules
for 2012-13 PD for
Admin to Deliver
FOR MORE INFORMATION PLEASE CONTACT Audrey Lee, Director of Curriculum & Educational Technology alee@martinez.k12.ca.us
Big Ideas
Outcomes (all Teachers)
Fall
2012
Provide updates
& ongoing
Instruction begins to be
communication
aligned to CCSS
via CCSS
Solid Foundational Understanding Resource Site


Who, what, why, how
Context of CCR
Explore Top 5 Transition Steps
1.
2.
Begin Initial Shift, Analyze, Plan, ID Gaps
Winter
20122013
3.
4.
5.
Read More Non Fiction
Expository Writing/ Writing
Across Content Areas
Academic Vocabulary
Ask Open Ended Questions
Use Technology
Digging Deeper into the CCSS
 Crosswalks Documents
 Dabble in Deconstruction
 Identify/Understand the
MGMs: what should be
accelerated, less
emphasized?
 Understand of vertical
progression of standards
 Opportunity for Prelim
CCSS Assessment
Spring
2013
Identify the Gaps & Map to
Curriculum, Define Next Steps
Align, Implement, Gather Resources

Summer
2013
Communication
of Information




Where are the gaps in our
curriculum?
Where are the gaps in our
instruction?
What role does rigor play?
What resources do we
need for next year?
What decisions will we
make to let some CST
standards go?
CCSS
InfoGraphic:
Visual on the Top
5 Steps
AC 
Implementation Team
Alignment
Common Core Summit
and other Common Core
training opportunities
Instructional
delivered K-12 begins
to be aligned to CCSS;
esp. Good to Go
Standards
Curriculum,
Instructional Materials,
Assessment
Principals participate in
the Haiku modules as
students prior to
delivering them to their
staff.
Initial adopters:
online assessment
Inclusion of
performance tasks on all
common summative
assessments (optional)
Pilot
Tech Initiative
Professional Development
Staff Development
Curriculum &
Instruction
Department
Initial adopters:
online asst
10.8 All Day PD Day Day:
TK-2: (Dora Dome), Number Talks & Math Solutions
3-5: Common Core Math: Performance Tasks, Problems
Work with TK/1
Teachers on transition
of the Month, Depth of Knowledge, Writing in Math
PD Modules should be
released by CDE
Teachers learn
CCSS at staff
development in
the LMS/
Principals
deliver PD
6-8: CCSS SMART Goals, Technology in CCSS
9-12: CCSS Dept Time, Formative Assessment
Other Staff Development:



CCR in Context
Big Ideas in CCSS
Top 5 Transition Steps
Create modules in
Haiku LMS
Design and Deliver PD
as needed
Update CCSS Site
iMovie – MUSD goals
iMovie - goals
Continue from
Fall 2012
Explore CCSS
through Haiku
LMS training
modules
Principals/
Implementation team
delivers modules in
transition steps
Begin deeper
deconstruction of
standards
Selection process/Pilot
process for materials
that fill the gaps
(Curriculum Advisory
Council)
Communication
& Collaboration
– google apps,
blogging, wiki
projects in
Haiku LMS
11.30 Minimum Day:
TK-2: Number Talks/Math Solutions
3-5: Common Core Math – digging deeper
6-8: Technology & CCSS
9-12: College & Career Readiness
Other Staff Development:



Begin awareness
for transition
from CST to SBAC
Lead Staff in initial
analysis of their
curriculum with vertical
teams
CCR, CCSS, and
Technology –
how does it all fit
together?
Discuss gaps and the
role of rigor – what do
we need to let go?
Sharing of bridge
materials and other
supplementary
resources
Gearing up for
Mobile 1:1
deployment at
MJHS, increase
in 1:1 devices at
all sites
Time to read/analyze the standards
Break apart ONE standard
Share, interpret, analyze Crosswalk
Comparisons
Cross Grade Level Time

3.1 Minimum Day:
TK-2: Number Talks & Math Solutions
3-5: Looking at Our Math Curriculum
6-8: Technology & CCSS
9-12: CCSS & 9th Grade Transition
5.13 Minimum Day:
TK-12: The Use of Technology in CCSS
Continue pushing
math with TK-5.
(Including Principal
devt and support)
Deliver training in
technology as it
relates to CCSS and
the mobile 1:1 rollout
Provide support in
analysis of current
curriculum
Support in identifying
power standards and
what can be less
emphasized
(Teacher-Lead Technology Faire)
Other Staff Development:



Opportunity to apply skills through Brochure to
a summer academy
parents
Sliderocket or
iMovie
Prepare for Transition to
SBAC/online assessments
Redesign Assessments as
needed
Possible Purchase of
materials that bridge
the gap
Expansion of 1:1
mobile
computing
initiative
Examine CCSS Preliminary Ass’t Data
Guided identification of gaps and
resources needed
Time to plan next steps
Possible Summer Academy incorporated
with Technology Boot Camp
Redesign Formative
Assessments as
needed
Create info for parents
FOR MORE INFORMATION PLEASE CONTACT Audrey Lee, Director of Curriculum & Educational Technology alee@martinez.k12.ca.us
Big Ideas
Outcomes (all Teachers)
Majority of K-12 Instruction
Aligned to CCSS
Curriculum,
Instructional Materials,
Assessment
Majority of K-12
Instruction Aligned to
CCSS
Principals – now what are
we looking for when we
are in classrooms?
Online assessment –
25% of teachers using
for benchmark/
formative assessments
Pilot
Tech Initiative
Professional Development
Staff Development

MOBILE
1:1 at
MJHS
Performance tasks on all
Common Summative
Benchmark assessments
(no longer optional)
Intense PD in
technology
integration
Gear up for 4th5th Rollout



Project Based Learning & Real
World Application
Data Analysis of 2012-13
Teachers share effective resources,
lessons, units of study
The role of technology
Curriculum &
Instruction
Department
Where does
technology intersect?
How can technology
be used as a tool to
support the CCSS?



Evaluating for Rigor
Standards for Mathematical
Practice
Performance Based Tasks &
Assessments
Expansion at 912
STAR
SUNSETS!
Summer
2014
Fall
2014
SBAC System
in Place (?)
Summer
2015
Leadership Team:
Begin to Refine Power
Standards & Report
Cards
Alignment
Device
expansion at all
other sites
Spring
2014
Winter
20142015
Spring
2015
AC 
Implementation Team
Rigor & Relevance
Depth of knowledge
Refine, Redesign, Rethink
Winter
20132014
Align, Implement, Gather Resources
Fall
2013
Communication
of Information
K-12 Instruction
Fully Aligned to CCSS
K-12 Instruction Fully
Aligned to CCSS
50% of teachers using
online assessments to
administer benchmarks,
formatives
ALL 4th-5th
have 1:1
devices
Possible Summer Academy incorporated
with Technology Boot Camp
 What is our initial assessment data
telling us?
FIRST
SBAC!!!
Implementation of New
Report Card/Power
Standards
\
FOR MORE INFORMATION PLEASE CONTACT Audrey Lee, Director of Curriculum & Educational Technology alee@martinez.k12.ca.us
COMMON CORE STATE STANDARDS (CCSS)
TRANSITION PLAN
Superintendent, Andrés Zamora
Transitional Phase
2013-2014
Awareness Phase
2012-2013
• Focus: Admins,
Curric. Council,
Teachers
• CCSS Introduction
• CELD/Lang Obj
PD
CCSS overview: -­‐Administrators -­‐Curriculum Council -­‐All Teachers CCSS Writing Campaign: -­‐Begin realignment of writing instruction to reflect CCSS. -­‐Emphasis on informational writing. CELD/Language Objectives PD REVISED July 31, 2013 • Focus: Grades K-1
and Early Adopters
• Instructional Shifts
• New ELD
Standards & Lang.
Objectives
S pring 2013
Fall 2012
(WHY?) WORKING DRAFT (WHY?) CCSS Introduction (WHAT?) -­‐Math PD Gr K-­‐1, 4-­‐8 -­‐Emphasis on instructional shifts -­‐Begin online assessments in OARS -­‐K-­‐1 CCSS pacing guides Su mmer 2 01 3
(W HAT? ) (HOW ? )
-CCSS I nst itu te
Teach ers & adm ins
Lesson design/ un it
developm en t
-I nt ro form at ive
assessm ent s
-Develop K -1 CCSS
Assessm en ts
Fall 2013
Full
Implementation
2014-2015
Transitional Phase
2013-2014
• Focus: Early
Adopters Gr 2-8.
• Unit/lesson
development
• Performance based
tasks/assessments
Spring 2014
• Focus: Full
implementation of
CCSS TK-8 and
CCSS assessment
3-8
Spring 2015
Fall 2014
(W H AT? ) (HOW ? ) -­‐PD in formative and -­‐Fully implement -­‐Implement in TK-­‐K-­‐1 performance based CCSS, pacing guides, -­‐Emphasis on instructional assessments shifts lessons, assessments -­‐PD and begin -­‐Math PD Gr. 2-­‐3 implementation of new and report cards -­‐ELA PD Gr. K-­‐8 ELD standards -­‐ Implement new -­‐Teacher leaders at sites to -­‐CCSS Unit/lesson support peers in CCSS lesson ELD standards development design -­‐ All interim -­‐Coaches and lead -­‐District Academic Coaches teachers demo model assessments 3-­‐8 to support implementation lessons -­‐Revise K-­‐1 report cards to online -­‐Develop/adapt all pacing CCSS guides to CCSS -­‐STEM & NGSS PD -­‐Research quality CCSS -­‐Develop/adopt CCSS resources & house on -­‐Continue to explore summative/interim district server options for extended -­‐Support early adopters assessments collaboration time -­‐Structure collaboration -­‐Revise 2-­‐8 report cards to time around CCSS CCSS -­‐Provide CCSS parent ed. -­‐Intro to STEM & NGSS -­‐Assess technology needs -­‐Continue technology and begin upgrades upgrades & enhance -­‐Awareness of new ELD technology use standards -­‐Fully implement CCSS and new ELD standards -­‐All students 3rd-­‐8th prepared to take new CCSS assessment online INGLEWOOD UNIFIED SCHOOL DISTRICT
401 S. INGLEWOOD AVENUE, INGLEWOOD, CALIFORNIA * TELEPHONE (310) 419-2778 * FAX (310) 680-5141
Common Core Implementation Plan 2013-2015
DRAFT
Goals of the Common Core Standards:
 To prepare all students to be college and career ready
 To enable students from the U.S. to compete with their peers globally
 To Align 21st Century teaching and learning
Benchmark & Expectations
Spring
2013
Big Ideas
Outcomes
Communicate,
Understand and
Build a
Foundation
Initial
understanding
of the big
picture of the
CCSS: why
when, what
for district
and site
administrators
Notification of Stakeholders
Communication and
Dissemination of
Information
Provide initial
overview
training for
administrators
and teachers.
PIF to attend to
return to train
staff.
Collaboration
meetings with
ITA and district
office directors
Develop website
and newsletter :
Background
information and
resources
Actions and activities
District-Wide Focus Areas
Common
Core Teams
Steps to
Alignment
Curriculum,
Instruction
Materials,
Assessment
Professional Development Focus
Initial sign
up for
steering
committee
Common
Core
Discussion
begins at the
district and
site levels.
Principals
and teachers
attend
LACOE
trainings for
ELA and
mathematics
Common
Core
Standards
documents:
ELA/History
- Social
Science/
Science and
Mathematics.
Principal and PIF
/Coaches meetings: Focus
on Common Core
overview of Information
and Implementation Plan
Piloting of
Common
Core SBAC
by 4 schools.
Some PIFs to
attend Bridge
Supplementa Feedback from the teacher
l Fair: March reps and Principals
2013
regarding the attendance
of trainings at LACOE
Feedback from Pilot
schools on Common Core
assessment.
Ed. Services
Task
Gather
resources
Plan overview
trainings for
principals
institute and
create agendas
for teacher inservices.
Develop Plan
for CCSS -3
year plan.
Identify PD focus
and plans for
summer
Benchmark & Expectations
Big Ideas
Outcomes
Summer Identify
Resources,
2013
Provide
updates
Analyze Plan ongoing
communication
via the
Common Core
Corner on the
District
website
Summer
Teachers’
Institute
Knowledge
and
development
of CCSS
lessons across
district
*District
Consultant
toward the
move to CCSS
and change of
mindset.
Notification of Stakeholders
Actions and activities
Communication
and Dissemination
of Information
Common Core
Teams
Steps to
Alignment
Develop
website and
newsletter for
Fall about
plans of CCSS
and trainings.
Common
Core
Steering
committee
(CCSC):
continue to
distribute
newsletter
to
stakeholders
once a
month
Provide
workshop by
publishers
and trainings
from teacher
specialist and
directors
throughout
the year.
Begin
awareness
campaign for
transition from
CST to SBAC
(Smarter
Balance
Assessment
Consortium)
Meet 2
times per
month:
Steering
committee
for CCSS
Alignment of
content
standards to
listening,
speaking and
writing
Resource
book:CCSS
in ELA and
Mathematics
(reference
guide for
collaborative
talks)
Resources
for Lesson
design,
technologybased
lessons, and
integration of
technology
resources in
lessons
Curriculum,
Instruction
Materials,
Assessment
Resource
materials on
websites
Bridge
materials
review
Trainings
through the
standards and
development
of
assessment
and lesson
development
by standards
District-Wide Focus Areas
Ed. Services
Task
Professional Development Focus
Principal Institute
Identify PD
Speaker and
Teacher Institute (4 sessions) breakout
sessions













SBAC
ELL
ELA
Writing
Science/History
Social Studies
Mathematics
Technology
Integration
College and Career
Readiness Standards
(6-12)
Visual Arts and the
Common Core
Rubric Design and
training of DOK and
Blooms
Google Docs
Special Ed and
CCSS
Development of
Lesson Plans
*managed by District
consultant and steering
committee
Date: June 25,
26 and Aug.
26,27 trainings
(teachers paid
by per diem,
extra duty, or
subs)
Develop
website page
and newsletter
Trainings for
Common Core
attachments
(bridge
materials)
Purchase
materials and
equipment to
support
Common Core
Standards
Benchmark & Expectations
Fall
2013
Notification of Stakeholders
Actions and activities
District-Wide Focus Areas
Communication
and Dissemination
of Information
Common Core
Teams
Steps to
Alignment
Curriculum,
Instruction
Materials,
Assessment
Professional Development Focus
Program
Instructional
Facilitators,
teacher
specialist and
Principals to
Principals
Align
support
Training:
technology
teachers during
CCSS and
needs to school the implemenguidance
Site
tation of
toward
assessment
curriculum
moving staff plan
with blended
to CCSS
learning lesson
implementati Pilot of
design
on and
programs
practices of
(textbooks)
PLCs in the
District wide
:developPurchase of
Professional
ment of task laptops for
Development
by content/
assessments,
Plan
grade level
teacher led
lessons (what
does it look
like, Project
Based
Learning tasks,
blended
learning
Trainings
for
Principals,
Teacher
Specialist
and PIFs at
monthly
meetings to
then
replicate
trainings at
school site
Trainings in
Content to
CCSS
standards
Develop
Assessments
and student
Performance
tasks by
content and
grade levels
and access
(quarterly
Interim
assessment
from SBAC)
Big Ideas
Outcomes
K-12
Alignment to
Common
Core
Align
Common Core
to Content
Areas
Trainings
for teachers
after school
(per diem or
extra duty,
or through
substitutes)
(vertical and
horizontal
PLCs)
Resources
sharing for
parents and
staff
Teacher
specialist to
provide
trainings at
staff
meetings or
by
collaborative
school
meetings on
lesson design
and focus
Data Teams
strategies in
the
development,
alignment
and analysis
with CCSS
Piloting
feedback and
professional
development
(CCSS textbooks order)



Instructional
Design (Blended
learning):lesson
review practice
(Wi-Fi
infrastructure will
be in place to
support Tech
Integrated lessons,
District Wide
Assessments, and
future Smarter
Balance
Assessments)
Pilot materials
Ed. Services
Task
Continue
monitoring of
PD
Work with
Tech
Department on
online
assessments
and on line
intervention
services to
students
Extra duty /per
diem :
trainings as per
District wide
Professional
Development
LACOE
trainings
Technology
equipment
purchases
Benchmark & Expectations
Big Ideas
Winter
2014
K-12
Alignment to
Common
Core
Technology
Site Plans Due
to curriculum
to access
students to
computers in
the 2014-2015
school year.
Classroom
practices to
support CCSS:
collaborative
groups,
assessment
practices,
blended
learning,
computer
assisted
practices, short
responses,
complexity of
text;
informational
text.
Implementatio
n of writing
standards in all
content areas
Notification of Stakeholders
Communication
and Dissemination
of Information
Common Core
Teams
Principals
meetings and
PIF meeting
design
discussion
All
Collaboration
at meetings,
Steering
committee
meetings,
Principals
meetings
What
instructional
changes will
need to be
made?
What resources
will need to be
available for
all students?
Actions and activities
Steps to
Alignment
PLC
discussions
on steps to
instructional
alignment
Ongoing
trainings on
CCSS to
content and
grade level
specific
(horizontal
and vertical
PLCs)
District-Wide Focus Areas
Curriculum,
Instruction
Materials,
Assessment
Professional Development Focus
SBAC
practice
templates
and the
integration of
unit
assessment
with CCSS
assessment:
selected
response,
constructed
response,
technology
enhanced,
and
performance
task
Instructional procedures in
weekly test, quizzes,
quarterly assessments, and
semester assignments.
Develop
CCSS
writing
CCSS rubric
rubrics for
writing to all
grade/content content
teachers
(per diem
extra duty
assignment,
and
substitute
cost)
Writing included in all
subject matter and selfassessed by students
through rubrics.
Ed. Services
Task
Each grade
level to design
sample quizzes
weekly
assessments,
and utilize
SBAC and
develop
interim
assessments
samples.
Benchmark & Expectations
Big Ideas
Spring
2014
End of
year
20132014
K-12
Alignment
and
Refinement
to Common
Core
Evaluation
of next steps
for 2014-15
( Common
Core
trainings for
2013-14)
Development
of sample
lessons and
performance
tasks by grade
level
Evaluation of
steps by school
sites and
districts
Notification of Stakeholders
Actions and activities
District-Wide Focus Areas
Professional Development Focus
Communication
and Dissemination
of Information
Common Core
Teams
Steps to
Alignment
Websites and
Newsletter for
District and
school sites
All
Align rubrics Review by
*consultation all teams and
with outside committees
resources for
support
implementati
on
Analysis by
department of
weakness and
strengths and
plan of action
for the 2014-15
school year
Steering
Committee
and teacher
specialist to
provide
analysis of
supports
needed for
2014-15
Curriculum,
Instruction
Materials,
Assessment
Align all
Align
materials to
resources to
resources and departments
departments
Lesson Design and
Development by teachers
to provide PD for sites on
process and product
LACOE supports for PD
in the implementation and
evaluation of Common
Core.
Supports for technical
supports in Blended
classrooms and
Assessments
Align outside technology
programs to Common
Core and grade level
needs
Ed. Services
Task
District
website
samples,
rubrics and
performance
products.
District to have
develop
timelines for
task district
wide
performance
task fairs for
quarterly,
semester and
end product.
Purchases of
technology
equipment
Benchmark & Expectations
20142015
Notification of Stakeholders
Actions and activities
District-Wide Focus Areas
Big Ideas
Communication
and Dissemination
of Information
Common Core
Teams
Steps to
Alignment
Curriculum,
Instruction
Materials,
Assessment
Professional Development Focus
Align All
Resources
and
Implementati
on of RTI
materials
Communicatio
n through
“Blackboards”,
clouds, and
websites on
progress and
articulation at
sites
Steering
Committee,
PIFs and
Teacher
Specialist to
align project
based
learning to
district wide
activities
and grade
level
expectations
Develop
plans for RTI
and school
based plans
for formative
and
summative
assessments
(per diem,
extra duty
assignments)
*Order
resources and
technical
equipment as
needed
On-going workshops for
all staff members:
Common Core Materials,
Resources, Assessments
*consultation
with key
support
organizations
*Pilot
formative
assessments
as needed
Vertical and
Horizontal
alignment of
Common Core
performance
task and
assessment
(per diem,
Implementati extra duty
on of Interim assignments)
Assessments,
formative
task
assignments
and
summative
assessments
*consultation
Meetings and
workshops(c
onsultants,
support staff)
*Provide
technical
supports as
needed
Ed. Services
Task
Identify district
wide PD focus
and plans for
the year.
Analysis of
Data for all
sites and
district level
teams.
Analyze
supports for all
school sites
and resources
distribution.
Social!Jus1ce!
!
!
!
!
!
!
!
!
!
THE!3!R’S!FOR!21ST!CENTURY!SUCCESS!PLAN:!
COMMON!CORE!INSTRUCTIONAL!FRAMEWORK!
COMMON%
CORE%
!
Cri1cal!Thinking'
2013%14''
Transitioning'
Ques1oning!!
• '2013&14!is!truly!a!transi1on!year.!!We!are!s1ll!accountable!to!the!current!California!
standards!and!CST!assessments,!but!we!will!be!looking!forward!to!Common!Core!
and!begin!shiCing!our!prac1ce.!!The!focus!will!be!on!learning!about!our!Common!
Core!Instruc1onal!Framework!and!how!it!can!guide!our!transi1on.!!It!will!be!
exci1ng,!confusing,!invigora1ng,!and!messy!all!at!the!same!1me.!
2014%15'''''''
Initial'Implementation'
• 'With!2014&15!being!the!first!full!year!focused!on!Common!
Core,!we!begin!our!implementa1on.!!We!recognize!this!is!only!
the!beginning.!!There!will!s1ll!be!much!in!development!at!the!
state,!district,!and!school!level!as!we!all!beLer!understand!the!
expecta1ons!around!Common!Core.!
2015%16''
On%going'
Implementation'
!
!
Problem&
Solving!
Collabora1ng!
• 'Common!Core!is!not!something!we!
just!implement!and!then!check!off!
the!list.!!We!will!con1nue!to!
implement!Common!Core!and!refine!
our!Instruc1onal!Framework!to!best!
meet!teacher!and!student!needs.!
!
THE$3$R’S$FOR$21ST$CENTURY$SUCCESS$PLAN:$
COMMON%CORE%INSTRUCTIONAL%FRAMEWORK%
$
COMMON$CORE$TRANSITION$
$
2013814$
CCIF$COMPONENT$
TRANSITIONING$
STANDARDS8BASED$
UNIT$PLANS$
•
Scope$and$Sequence$
Unit$Maps
•
$
•
•
•
LESSON$DESIGN$
$
•
•
•
•
•
Learning$Objectives$
Engagement$Strategies$
Checking$For$
Understanding$
Culturally$Relevant$
Practices$
Gradual$Release$of$
Responsibility
•
•
•
•
•
2014815$
INITIAL$IMPLEMENTATION$
Pilot&Scope&and&Sequence&and&Unit&Maps&in&
focus&areas:&
th
o K78&Writing&&&&&&&&&&&&&9 &Grade&ELA&
o K72&&&678&Math&&&&&&Algebra&
Develop&Unit&Maps&and/or&investigate&
additional&available&resources&for&CCSS:&
o K712&ELA&
o 9712&Math&(geometry,&etc.)&
o Social&Studies&
o Science&&
Needs&analysis&of&materials&
•
Understand&lesson&design&
Apply&to&lessons&in&focus&areas&&
Focus&on&key&lesson&design&elements&
Consider&differentiation&in&the&lesson&
design&(EL’s,&Spec.&Ed,&GATE,&etc.)&
Revise&lesson&design&as&needed&&
•
•
Pilot&assessments&in&focus&areas&
o K72&ELA&and&Math&
o K79&Writing&
o 678&Math&and&Algebra&
Develop&assessments&and/or&investigate&
additional&resources&(e.g.&SBAC&
assessments)&
•
•
•
•
•
&
2015816$
ON8GOING$IMPLEMENTATION$
Implement&revised&Scope&and&
•
Sequence&and&Unit&Maps&in&focus&
areas&and&refine&
•
Pilot&Unit&Maps&in&additional&
•
subject&areas&
Pilot&new&materials&
Identify&additional&necessary&
materials&
Continue&to&refine&Scope&and&
Sequence&and&Unit&Maps&
Implement&Revised&Unit&Maps&&
Implement&new&materials&
Identify&and&pilot&additional&
necessary&materials&
Use&lesson&design&for&CC&lessons&
Focus&on&additional&lesson&
design&elements&
Differentiate&lessons&
Continue&using&lesson&design&for&
CC&lessons&
Incorporate&revisions&as&
necessary&
Further&differentiate&lesson&
•
•
•
$
AUTHENTIC$
ASSESSMENT$
•
$
•
•
•
Selected$Response$
Constructed$Response$$
Performance$Tasks$
•
Use&and&Revise&Common&Core&
Assessments&K712&
Refine&Common&Core&Assessments&&
THE$3$R’S$FOR$21ST$CENTURY$SUCCESS$PLAN:$
COMMON%CORE%INSTRUCTIONAL%FRAMEWORK%
!
!
!
THE$3$R’S$FOR$21ST$CENTURY$SUCCESS$PLAN:$
COMMON%CORE%INSTRUCTIONAL%FRAMEWORK%
!
2013614$PROFESSIONAL$DEVELOPMENT$
Who$
What$$
When$
District!Wide!
Common!Core!202:!
• Introduce!Common!Core!Instructional!Framework!!
• Learn!new!Common!Core!Standards!
• Integrate!CCIF!components!into!practice:!!Writing!Focus!
Site!led!inquiry!into!Common!Core!and!the!CCIF:!
• Cycle!of!Inquiry!Approach!
• Focus!on!CCIF!!
• CC!Entry!Point:!!Writing!!
5LDay!Summer!Institute:!!!
• CCIF!Writing!Focus!
• Develop!unit!and!lesson!plans!and!assessments!
Assessment!Focus:!
• Learn!KL2!Common!Core!assessment!plan!and!Cycle!of!
Inquiry!
CCIF!Writing!
• Writing!assessments!
RAAL!Curriculum!for!Strategic:!
• Learn!the!curriculum!
• CCIF!and!RAAL!
5LDay!Summer!Institute!
• Learn!standards!and!multiple!methods!to!teach!content!
• Develop!unit!and!lesson!plans!and!assessments!
2LDay!Institute:!
• CCIF!–!Unit!Maps,!Assessments,!Resources!!
• Matching!Unit!Maps!!
PEAK:!
• Focus!on!CC!Standards!in!Science!!
IMSS!Science!Institute:!
• Focus!on!CC!Standards!in!Science!
Common!Core!en!español:!
• CCIF!–!Spanish!to!English!transference!
Systematic!ELD!
• Initial!training!for!new!teachers!
• CCIF!and!ELD!–!The!new!ELD!Standards!and!Systematic!
ELD!
SIP!Days!
Minimum!Days!
School!Based:*!
SBDM,!Curriculum!
Councils,!Instructional!
Leadership!Teams!
Program!Improvement!
Schools:!
Elementary!
KL2!Elementary!Teachers!
7L8!Language!Arts!
Teachers!
th
9 !Grade!Language!Arts:!
Strategic!Teachers!
Math!Teachers:!!!
th
th
6 !–!8 !and!Algebra!!
Math!Teachers:!!
Secondary!Intervention!
Science!Prep!Teachers:!
Elementary!
Science!Teachers:!
Middle!School!
Bilingual!Teachers!
ELD!Teachers!
Site!
Determined/District!
Supported!
June!17L21!
August!12L16!
June!or!August!
Release!days!TBD!
2013L14!!Dates!TBD!
August!12L16!
4!follow!up!release!
days!(TBD)!
June!17L21!and!24L28!
August!5L9!and!12L16!
!
August!(TBD)!or!!
September!Release!
2013L14!Dates!TBD!!
July!15L19!
2013L14!OnLgoing!
4!days!TBD!
Initial!Training:!!9L5,!
9L12.!9L19!
2013L14!Dates!TBD!
!
*$School$Based$Professional$Development!
School!Based!professional!development!planning!should!start!with!the!CCIF.!!Guidelines!
include:!
• Review!CCIF!and!determine!possible!focus!areas!
• If!teacher!leaders!want!to!begin!planning,!use!CCIF!resources!(scope!and!sequence,!unit!
map!template,!lesson!plan!template,!CC!assessments)!
• Contact!Educational!Services!for!possible!support.!!Note!–!we!are!going!to!request!that!
schools!establish!certain!minimum!days!for!CCIF!professional!development.!
• If!the!school!wants!additional!support!(e.g.!an!outside!provider),!submit!the!request!to!
Educational!Services!!
!
USD #253- Common Core State Standards Implementation Plan
2010-2015
Phase 1: Adoption of Common
Core State Standards (2010-2011)
Gap Analysis ConductedNew vs. Existing Standards
(Crosswalk)
Realignment of Math Courses to CCSSMiddle/High School
X
X
Phase 2: Building Awareness
(2011-2012)
Attend KSDE Summer Academies- lead
teachers, administration, Teaching &
Learning Team
Develop District Strategic Plan for
Implementation of CCSS
Develop Staff Development for
Understanding Standards (CCSS)
K-12 Timeline developed for
curriculum alignment
Create Curriculum Guide Templates
and Process for Curricular Alignment





Teaching & Learning
Administrators
Instructional Coaches
Dept. Heads
Lead Teachers
X
X
X
X
X
April 2013
Mar 2013
Feb 2013
Jan 2013
Dec 2012
Nov 2012
Oct 2012
Sept 2012
Aug 2012
July 2012
June 2012
May 2012
April 2012
Mar 2012
Feb 2012
Jan 2012
Dec 2011
Nov 2011
Oct 2011
Sept 2011
June/July
20112011
Aug 2011
May 2011
(Shaded cells indicate ongoing work and an X indicates planned completion of work)
Course Design and pathways
developed for College and Career
Readiness
(Submitted to KSDE)
Deconstruction Process initiated
Groups involved:



X
X
Teaching & Learning
Instructional Coaches
Dept. Heads
Lead Teachers

Communication Debrief established
for Common Core Curriculum Work
Match Deconstruction to Primary
Resources
Horizontal & Vertical Alignment- K-12
grades
KSDE Math Grant- “New
Foundations”-Emporia K-2 teachers
X
X
Focus: CCSS, Mathematical content
enhancement, & classroom materials
Create Curriculum Guide NotebooksDeconstructed CCSS for K-12
X
PLC Guides Revised for 2012-2013
X
April 2013
Mar 2013
Feb 2013
Jan 2013
Dec 2012
Nov 2012
Oct 2012
Sept 2012
Aug 2012
July 2012
June 2012
May 2012
April 2012
Mar 2012
Feb 2012
Jan 2012
Dec 2011
Nov 2011
Oct 2011
Sept 2011
June/July
20112011
Aug 2011
May 2011
USD #253- Common Core State Standards Implementation Plan
2010-2015
June 2014
May 2014
April 2014
March 2014
Feb 2014
Jan 2014
Dec 2013
Nov 2013
Oct 2013
Sept 2013
Aug 2013
July 2013
June 2013
May 2013
April 2013
Mar 2013
Feb 2013
Jan 2013
Dec 2012
Nov 2012
Oct 2012
Sept 2012
Aug 2012
USD #253- Common Core State Standards Implementation Plan
2010-2015
Phase 3: Going Deeper:
Restructuring Systems & Shifts in
Instruction (2012-2013)
Publish District “Road Map” for CCSS
Implementation
Monthly Schedule Established for PLC
Guide & Curriculum Guide Review
(2012-2013)
Examination of ELA & Mathematics
Primary Resources for Alignment to
CCSS
Pacing Guides Developed- aligned
with CCSS
Review Alignment of CoursesMiddle/High School
District Committee Work- Progress
Reports & Grade Cards to align
w/CCSS (K-5 grades)
Development of District Common
Assessments & Timelines
Computerized System Developed for
Lesson Planning & Unit Design
KSDE Math Grant- “New
Foundations”-Grades 3-5 teachers
Focus: CCSS, Mathematical content
enhancement, & classroom materials
X
X
X
X
X
X
X
X
X
June 2015
May 2015
April 2015
March 2015
Feb 2015
Jan 2015
Dec 2014
Nov 2014
Oct 2014
Sept 2014
Aug 2014
July 2014
June 2014
May 2014
April 2014
March 2014
Feb 2014
Jan 2014
Dec 2013
Nov 2013
Oct 2013
Sept 2013
Aug 2013
USD #253- Common Core State Standards Implementation Plan
2010-2015
Phase 4: Developing Aligned
Curriculum, Instruction, &
Assessment (2013-2014)
Review District “Road Map” for CCSS
Implementation
Implementation of Progress Reports &
Grade Cards Aligned w/CCSS
(K-5 grades)
Implementation of District Common
Assessments
Monthly Schedule Established for PLC
Guide & Curriculum Guide Review
(2013-2014)
Professional Development PlanReviewed K-12
ELA & Mathematics Unit Planning
K-12
Progress Monitor & Revision of
District Common Assessments
KSDE Math Grant- “New
Foundations”-Grades 6-8 teachers
X
X
X
X
X
X
X
X
Focus: CCSS, Mathematical content
enhancement, & classroom materials
Revisit District Road Map & Revise
X
Phase 5: Full Implementation of
Common Core State Standards
(2014-2015)
Full Implementation of CCSS
Review District Common Assessments
Review Implementation of Progress
Reports & Grade Cards Aligned
w/CCSS
(K-5 grades)
Monthly Schedule Established for PLC
Guide & Unit Planning Review
(2014-2015)
District Survey for Professional
Development Needs
ELA & Mathematics Unit Planning
K-12- Ongoing Development
New State Assessments Implemented
X
X
X
X
X
X
March 2016
Feb 2016
Jan 2016
Dec 2015
Nov 2015
Oct 2015
Sept 2015
August 2015
July 2015
June 2015
May 2015
April 2015
March 2015
Feb 2015
Jan 2015
Dec 2014
Nov 2014
Oct 2014
Sept 2014
Aug 2014
July 2014
June 2014
May 2014
USD #253- Common Core State Standards Implementation Plan
2010-2015
Common Core State Standards ~ Implementation Plan ~ Central School District 13J
Year
Professional Development
Initial CCSS informational training:
All building administrators and key
instructional staff (K-12).
2011-2012
Initial awareness/information: All
staff; delivered at building levels –
standards, timelines, math & ELA
shifts.
Continuous principal-led building
level standards review & alignment
Curriculum & Standards
Review all standards related to
teachers’ instructional areas
Compare with former standards;
create own “crosswalk”
understanding
Begin to incorporate standards into
pacing guides, curriculum maps,
and unit plans.
Instruction
Resources: Time/PLCs
Resources: Curriculum Materials
Teach to new standards
Staff collaboration
Review current materials/adoptions
Identify transition steps or
standards
Title II funded PLCs
Gather resources
Alternating staff meetings
(elementary)
Develop proposals for needed
materials and budgeting
Targeted staff meeting topics
Investigate technology
requirements – instructional and
infrastructure.
Deconstruct standards, identify
“Critical Areas” (prioritize what’s
essential) and learning targets.
Identify interventions, including
electronic on-line resources.
Targeted Inservice topics to
develop CCSS competencies
Contract talks regarding return to
PLC early release
Collaborate on new standards and
adjustments to teaching practices
CCSS Budget Line Item
Feb. 17 Inservice Plan:
CCSS Parent Information:
newsletters, Mailings, Meetings.
Continue alignment of Elementary
report card (standards-based)
Research alignment secondary
grading and reporting practices
Board & Community
Report to School Board by
Superintendent and/or Admins
Investigate and develop
collaborative partnerships: other
districts, WESD, WOU
Assessment of Essential Skills
● Task Development and Scoring
Communication
Parent-Student Communication
Information shared with I-O, local
service groups, etc.
K-5: CCSS Math Content & Practices
o AM Presentation
o PM PLC Work
● 6-12: CCSS Content/Instruction
o Math & ELA: PLC Team Tasks
o CCSS Content Area Literacy
●
Math practices training
●
4 – 12 Teachers
2012-2013
CCSS Content Area Literacy
●
Standards and strategies
Assessment of Essential Skills
●
Task Development and Scoring
Review and refine appropriate
curriculum documents for full
implementation (pacing guides,
course statements, unit and lesson
plans, etc.)
Alignment of formative
assessments
Become familiar with SBAC
assessment formats; align
instructional practices; begin using
released items with students
Vertical alignment of standards and
“Critical Areas” – Summer
development work
Share teacher resources in
common shared folder on district
server
2013-2014
Construct/align formative
assessments, include constructed
response and performance tasks
Smarter Balance Assessment
●
Construction and variety of
formats
●
Targets
●
Student demands
●
Administration
Fully-aligned curriculum, pacing,
course documents, unit and daily
lessons.
Use of Interim or Benchmark
assessments
Regular use of building level
aligned formative assessments
Use Digital Library resources
Refine instructional practices;
include higher order Bloom’s skills
in developing deeper levels of skills
and understanding
Apply skills and concepts to other
content areas
Fully implement CCSS in
instructional practice
Use SBAC assessment items to
inform instruction; model and
practice with students
Weekly PLC time for professional
collaboration and instructional
development
Targeted staff meeting topics
Targeted inservice topics to deepen
CCSS understanding and
implementation
Investigate and develop
collaborative partnerships: other
districts, WESD, WOU
Develop & implement targeted
interventions
Fully implement CCSS in
instructional practice
Implement targeted interventions
Review of SBAC student responses
for instructional adjustments and
interventions
Gather resources; make common
folders available on district server
for teachers to share effective
CCSS websites and resources
Make available/budget for online
resources, i.e., IXL Math
Develop proposals for needed
materials and budgeting
Investigate technology
requirements – instructional and
infrastructure.
CCSS Budget line item – materials
and summer curriculum work
Weekly PLC time for professional
collaboration and instructional
development
PLC/Building Data Review Teams
CCSS Budget Line Item
Available adoption materials
completely aligned with CCSS
Supplemental materials in place to
support standards not addressed in
adoption materials
Purchase technology appropriate to
demands of CCSS
Regular use of SBAC sample items
at designated times
CCSS Full Implementation
Draft - December 14, 2011; revised November 19, 2012
Review current materials/adoptions
Parent-Student Communication
CCSS Parent Information:
newsletters, Mailings, Meetings
Continue alignment of Elementary
report card (standards-based)
Developed aligned secondary
grading and reporting practices
Board & Community
Report to School Board by
Superintendent and/or Admins
Information shared with I-O, local
service groups, etc.
Parent-Student Communication
CCSS Parent Information:
newsletters, Mailings, Meetings
Continue alignment of Elementary
report card (standards-based)
Aligned secondary grading and
reporting practices
Board & Community
District Level CCSS Systems Implementation Plan
20132014
Fall
CDE/SBE Activity
w 8-­‐10 professional learning modules released (September) w Mathematics curriculum framework released* (November) LEA Activity
w Support ongoing professional learning to promote transition to the CCSS based upon priorities established in local plan § Suggested Areas of focus: —
Mathematics: Incorporation of the standards for mathematical practice —
ELA: text complexity, text-­‐based questions and tasks —
General: develop structures for interdepartmental collaboration to improve student literacy across the content areas, revised CTE Model Curriculum Standards w Continue to assess existing instructional materials and supplement them with resources from the library, internet, and primary source documents to develop CCSS-­‐aligned lessons w Communicate changes in school programs and assessments to parents, guardians. Winter
w Promote mathematics curriculum framework w Continue professional development and encourage piloting of CCSS lessons and units. w Develop formative assessments that reflect the tasks students are required to complete for SBAC and reflect tasks that assess higher-­‐level thinking, constructed responses, synthesis, and collaboration as indicated in the CCSS w Review and utilize the CDE’s supplemental instructional materials list to supplement existing instructional materials w Develop Technology Implementation Plan w Collaborate with the postsecondary and business communities and additional stakeholders to articulate CCSS Curricula and assessments and to begin discussions about alignment of courses and CTE pathways. Spring
w ELA curriculum framework released* (May) w Promote awareness of the new ELA curriculum framework and utilize in professional learning opportunities as appropriate District Level CCSS Systems Implementation Plan
20132014
CDE/SBE Activity
LEA Activity
w Field testing of summative and interim w Continue professional development and encourage piloting of CCSS lessons and assessments units. w Develop formative assessments that reflect the tasks students are required to complete for SBAC. w Revise existing quizzes, unit exams, and end-­‐of-­‐course exams to assess higher-­‐
level thinking, constructed responses, synthesis, and collaboration as indicated in the CCSS w Adopt technology implementation plan w Visit SBAC’s Web pages for information about summative and interim field tests w Support sites with site-­‐based planning processes for professional learning to ensure continuous improvement of instruction and a higher level of academic achievement for all students w Continue collaboration with the postsecondary and business communities and additional stakeholders to articulate CCSS Curricula and assessments to identify assessment information that can be utilized in district and post secondary institutions. Summer
w Promote ELA curriculum framework w Provide professional learning opportunities and technical assistance to support implementation of the CCSS based upon needs assessment * Indicates activity which requires SBE action District Level CCSS Systems Implementation Plan
2014-2015
Fall
Winter
Spring
Summer
CDE/SBE Activity
LEA Activity
w Provide professional learning to support full implementation of the CCSS w Provide professional learning opportunities and technical assistance to support full § Suggested areas of focus: implementation of the CCSS based upon needs — Mathematics: support content shifts in K-­‐8 assessment — ELA: writing informational text —
Provide professional development to support data analysis of new assessments and how to use for instructional planning. —
General: transition to SBAC assessments —
Communicate to parents, guardians changes in and information about SBAC assessments. w Ensure that technology is in place to administer SBAC assessments w Operational summative assessment administered w Debrief with staff and students all elements of the SBAC summative assessment w Using feedback from debriefing, start planning adjustments to instruction and curriculum, formative practices, site-­‐based assessments, expectations, learning goals, student/parent involvement, and all stakeholders’ role for improvement next year. w Provide professional learning opportunities and technical assistance to support full implementation of the CCSS based upon needs assessment w Prepare for instructional materials adoptions* (math 2016, ELA 2018) 2015+
CDE/SBE Activity
w Adopt materials, as appropriate. w Provide professional learning opportunities and technical assistance to support full implementation of the CCSS based upon needs assessment w Instructional materials adoptions* (math 2016, ELA 2018) * Indicates activity which requires SBE action LEA Activity