Common Core Building Together

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Common Core Building Together OUR JOURNEY: CURRICULUM, ASSESSMENT AND INSTRUCTIONAL MANAGEMENT TOOLS FOR THE COMMON CORE

Sharon Cordes, Ed.D. Director, Assessment and Evaluation Tustin Unified School District

Our Journey  Developing Awareness (2011-12 School Year) 

Work with Principals, duplicate training at school sites

 Selecting and Implementing Signature Practices (Spring 2012)  Subject Area Councils (2012-13)  Develop Pacing Guide Schedules with Illuminate (Spring 2013) 

Implement Schedules (Beginning Fall 2013)

 Create Benchmark Assessments with Illuminate (Summer 2013) 

Implement Assessments (Beginning Fall 2013)

 Activate / Key Data Systems Item Bank Training 

August 2013

 Develop CCSS-aligned District Writing Assessments (Fall 2013) 

Implement Assessments (Beginning Fall 2013)

Awareness - The Common Core  Accelerates students’

literacy development  Raises the level of student achievement  Is not about course coverage and compliance. -Lucy Calkins

The Common Core The most important reforms that a school system can make will be those that involve creating systems that support continuous improvement of instruction and increased personal and shared accountability for raising levels of student achievement. -Lucy Calkins

Elementary Signature Practices Systems that support continuous improvement of instruction  Writers Workshop  Professional Development (3 days and throughout the year)  Implement a spiral, cross-curricular writing workshop curriculum  Focus on the Common Core Writing Standards  Mathematics -Cognitively Guided Instruction – CGI  Assessing Thinking about content  Managing the teaching and learning level for the desired thinking levels  Focus on Common Core Mathematics Standards  Thinking Maps   

Higher-order comprehension instruction Focusing on text complexity and higher levels of comprehension Focus on Reading Common Core Standards

Middle School Signature Practices Systems that support continuous improvement of instruction

 Thinking Maps  

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Higher-order comprehension instruction Focusing on text complexity and higher levels of comprehension Focus on Reading Common Core Standards

Performance Tasks “The use of performance measures has been found to increase the intellectual challenge in classrooms and to support higher-quality teaching” -Linda Darling-Hammond and Frank Adamson, Stanford University, SMARTER Balance Assessment Consortium

High School Signature Practice Performance Tasks

 Professional Development  Department heads (plus one) – initial 2-day training  Review/planning – 2 day training  Develop District-wide performance tasks for the

first semester 

District-wide grading day – feedback/review

 Design another District-wide performance task

for the second semester

Subject Area Councils • English/Language Arts, Mathematics, Social Science,

Science • • • •

Meeting 1: Developing Awareness Meeting 2: Getting to Know the Standards Meeting 3: Exploring SBAC Assessment Items Meeting 4: Pacing Schedules Alignment

• Each meeting allowed time for teachers to voice

concerns and identify needed resources. • Used technology to organize our work and begin to post resources (Haiku)

Pacing Schedule Development  In Partnership with Illuminate through a Trainer-of-

Trainers model  

Illuminate trained our Ed Services Team Ed Services team worked with Subject Area Councils and Committee

 Subject Area Councils   

K–7 Geometry Algebra 2

 Special Course-Specific Committee  

Grade 8 Math Algebra 1

Our Partnership with Illuminate

Creating Common Core Pacing Schedules, Benchmark Assessments, and Resources

Building a Student Achievement System

TheBasics Instructional

Best Practices

Collaboration

across schools and districts

Student Achievement System

Data Analysis

Quality Assessment

Subject Area Councils

EdittheDraft  Standards-based pacing and assessments •

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•

•

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Base “draft” pacing already developed for the Common Core Refine and adjust to “Make it your own” – Work from a template Add “NEW” standards into appropriate benchmark periods Pacing and assessments completed in hours, rather than months of meetings Time and resources devoted to instructional planning and response to data

FocusonStandards • •

Three benchmark periods, finishing by the end of March. Time for review and re-teaching before State testing.

FocusonStandards Instructional pacing based on standards and student need rather than on textbooks

Let’sGetStarted • Today’s task: Establish Common Core Standards Schedules Pacing • Edit the draft – don’t re-invent the wheel

• Refine standards pacing to meet the needs of Tustin USD students • Come to consensus as a group on standards pacing, and indicate with an “R” if instructional resources are needed. • Return one copy of refined Common Core Standards Schedule with “Consensus Copy” written at the top • Illuminate will make adjustments prior to assessment development and instructional planning

• Next Steps: Benchmark and formative assessment development for CCSS; Instructional planning and organization

InstructionalResourcesforCCSS

Transition to Sites

Information and Resources for Sites (Principal Training)

Our Plan 1.

Establish standards-focused instructional pacing via Edit the Draft standards schedules.

2.

To fill curricular gaps, Educational Services and Coaches will create and share standards-based instructional units focused on the Common Core in Illuminate/Activate and Haiku.

3.

District will develop standards-aligned benchmark / formative classroom assessments based on CCSS standards schedules using the Key Data Systems item bank.

4.

Illuminate formatives and periodic performance tasks

5.

Site and cross-site collaboration based on data

Purpose of a K-12 Standards-Based Pacing Guide  Improve student performance  Streamline standards coverage and instruction for better vertical

alignment and cohesiveness

 District wide continuity of student access to Standards

Instruction

 Allow for greater integration of all curricular areas  Improve instructional decision-making to target student levels

and needs

 Facilitates instruction that is designed to help ALL students meet

a standard versus coverage of a program’s “content”

How Were Our CCSS Pacing Guides Created?  DRAFT K-12 pacing guides developed by similar districts and

Illuminate

 ELA and Math pacing guides were developed to match

developmental appropriateness in student learning based on CCSS expectations and standards

 All pacing guide DRAFTS were reviewed by TUSD SAC

committees and our Educational Services Department 

K-12 continuity and cohesiveness, developmental appropriateness, and logical sequencing of how standards are introduced

 Benchmark dates were reviewed for correct pacing and alignment to

other district-wide assessments and events

 Ongoing discussions and evaluation of all pacing and assessment

documents will occur through our SACs

How are our CCSS pacing guides organized? All ELA CCR Standards and Strands for each grade level are identified, as well progressive skills at each grade level

The math standards are organized by conceptual category, showing the body of knowledge students should learn in each category to be college and career ready, and to be prepared to study more advanced mathematics.

Each pacing guide identifies the standards to be addressed and assessed at the 3 assessment periods

How are our CCSS pacing guides organized?  Three assessment periods at each grade level, with the last assessment

being the Blueprint Summative Assessment of all standards introduced  

K-2 is paced for assessment at every 11-12 weeks 3-12 is paced for assessment at every 8-9 weeks

 Provides teachers key data about student mastery of grade level standards

about one month before state assessments, helping all teachers drive instruction before and after state assessments to the end of the school year  Standards listed under each assessment period are not organized by

implementation order – they are simply a list of the standards to be covered during that period  Not every standard in each period will be specifically assessed on the

benchmark assessment

Let’s Take a Look! Please take out your digital or printed copies of the ELA and Mathematics pacing guides:  FOR ELA: Identify the benchmark periods, dates, CCR Standards,

specific grade level strands, and grade level progressive skills (select grade levels)  FOR MATH: Identify the benchmark periods, dates , conceptual

categories and the specific skills that students are expected to learn, take note of the progression of skills and how they are introduced

How Should our CCSS Pacing Guides be Used?  Develop site guidelines for using this tool to pace standards instruction

and determine what curricular resources will carefully target student learning expectations for each of the standards.

 Align curriculum and develop cross-curricular units of study designed

to meet student learning expectations.

 Conduct a Match/Gap analysis to ensure all student learning

expectations are addressed through the curriculum and resources chosen (vertical alignment).

 Streamline the curriculum by eliminating duplications across grade

levels. Identify what standards should be introduced early or continuously covered to ensure mastery.

CCSS Pacing Guide Implementation Considerations  Embed CCSS Curriculum and Instruction topics into year-long

professional development plan. (Gradual Release of Responsibility, Depth of Knowledge, ELA and Math Instructional Shifts)

 Provide time for all teachers to become experts in CCSS language,

learning expectations, and organization.

 Have grade-level teams UNPACK and delineate the learning

expectations for each standard. This will help teachers determine what curricular resources will target learning expectations.

 Develop common horizontal and vertical expectations for resources

used, level of rigor, progress monitoring and assessment, and instructional objective planning.

Stages of Pacing Guide Development and Implementation

CCSS Pacing Guide Supplemental Resources for Implementation  K-12 California Common Core Standards Documents 

http://www.cde.ca.gov/re/cc/

 K-12 CCSS Crosswalk Documents  

http://www.scoe.net/castandards/multimedia/k-12_ela_croswalks.pdf http://www.scoe.net/castandards/multimedia/k-12_math_crosswalks.pdf

 K-12 CCSS UNPACKED Standards Resources 

http://www.ncpublicschools.org/acre/standards/common-core-tools/

 K-5 HM Medallions Correlation Matrices 

https://tusd.haikulearning.com/syang/tusdcommoncore/cms_page/view/5315774

 K-12 TUSD Common Core Haiku 

https://tusd.haikulearning.com/syang/tusdcommoncore/cms_page/view

 Online Curriculum Developed by Digital Learning Coaches

 SAC Committee Members

Ongoing Evaluation and Refinement It is important to remember that our CCSS pacing guides are living documents and our District benchmarks will be revised annually by teachers and SAC committees to ensure they best meet our student and District implementation needs. How can we all help in this process?  Keep anecdotal notes about pacing implementation and benchmark

assessments. What works and what needs refinement?  Have ongoing PLC conversations about the implementation and how

best to design curriculum around the standards.

TUSD CCSS Implementation Next Steps  Principals to present pacing guides and key information to all

instructional staff

 Development of District Benchmarks  Development of CCSS Report Cards  Development of online curricular resources for K-12 Teachers

by Digital Learning Coaches (Illuminate/Activate and Haiku)

 Development of Performance Assessments  Development of CCSS Aligned Process Writing Assessments

Next Steps  Implement District performance tasks for middle and

elementary schools in the Fall 2013

 Plan for integration of technology into 21st Century

classrooms

 Pilot the SMARTER BALANCE Assessments, February

through May 2013 and Spring 2014

 Evaluate/preview other tools for implementation next

year (Next Generation, Defined STEM, etc.)