P L A N N I N G , D E S I G N , A N D I M P L E M E N T A T I O N
O F T H E C O M M O N C O R E S T A N D A R D S F O R
L I T E R A C Y I N T H E E N G L I S H , S O C I A L
S T U D I E S , H I S T O R Y , A N D S C I E N C E C L A S S E S
L I T T L E R O C K S C H O O L D I S T R I C T
2 0 1 0 - 2 0 1 4

Step One
Spring 2010
Little Rock School
District undergoes an audit via the Council of
Great City Schools.
Common Core
Standards are presented.
Literacy Coaches create matrix of new standards for comparison to old.
The task becomes clearer. The work becomes exciting!
Understanding the CCS and
Their Impact
• New format and sequence
• Comparing to the old

Step Two
Fall 2010 –
Winter 2011
Literacy Coaches
“unpack” standards to determine real focus
Literacy Director and
Lead Teacher meet with every English teacher at each individual campus to explain and begin understanding of CCS
Principals and AP’s receive PD on new CCS.
Director attend several state meetings, conferences and webinars related to CCS and its implementation


Spreading the Word
Director gathers information
Every English teacher is informed
 The conversation begins with administrators

Step Three
Summer 2011
Vertical Team forms and is organized for task
Each school is represented and team will create curriculum maps for grades 6-12
PD begins for Vertical
Team regarding close reading, text complexity, performance tasks


Vertical Teaming
Vertical Team is formed
Professional Development for VT

Step Four
Fall 2011 –
Spring 2012
VT meets regularly and often in large group and teams to write curriculum
Common themes are established to increase in complexity and depth while maintaining consistent learning throughout grades 6-8
Multi media and arts are included in modules
Out of the box and exciting lessons!


Creating the Curriculum
Establishing common themes
Vertical alignment
st

Four Constant
Themes
+
Going deeper as we go -
RIGOR
Aligning research and writing pieces
Writing to learn at all levels
One constant thread in all grades, all modules
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
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Fears and Frontiers

Coming of Age



Overcoming Obstacles
Importance of Friendship
Understanding and Learning from Conflict and Hardships

Exploring New Territories
Quest for Justice

Wars/conflicts





The Great Depression
Natural Disasters
Civil Rights
Propaganda/Bias
Legal issues past and present
Truth vs. Fiction



Science fiction
Fantasies
World of the future (predicting)


Believe It or Not
Propaganda/Bias

Mythology
Culture of the 21 st Century


Entertainment/Athletics
Social Networking

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Today’s Teen
Propaganda/Bias
Tools for the Future

E V A L U A T I N G I N F O R M A T I O N
U S I N G T E C H N O L O G Y E F F E C T I V E L Y
Quest for Justice
Wars/conflicts
The Great Depression
Natural Disasters
Civil Rights
Propaganda/Bias
Legal issues past and present

Step Five
Spring 2012
Collaboration among science and social studies/history departments
Professional development for social studies and science teachers in preparation for CCS
Formation of CCS teams in science and social studies to insure literacy standards are taught in classes

Social Studies and Science Join the
Conversation
Directors collaborate


PD for core teachers
CC teams in science and social studies

Step Six
Spring 2012-
2014
Collaboration to include literacy standards for core subjects
PD for all core teachers in strategies and activities appropriate for CCS
PD for all core teachers to increase content knowledge as required by CCS
Accountability for all teachers in literacy achievement
In It Together!
• Collaboration among core subjects
• Professional Development for CCS
• Accountability

Step Seven
Summer 2012-
Summer 2013
The process repeats for creating curriculum for grades 9-12
The Vertical Team continues the work to ensure vertical and horizontal alignment
Core subjects are involved throughout
Process in place for constant revision and updating of maps to remain current and relevant



Grades 9-12 CCS
Repeat process for 2012-2014
Vertical Team continues alignment
Revision and updating constant

TE S TI N G : WHA T, WHE N , HOW?
T E C H N O LO G Y
PR OF ES S I ON A L D EVELOPMEN T
A C C OU N TA B I LI TY
PR EPA R I N G TEA C HER S F OR
D E E PE R C ON TE N T KN O W LE D G E