Literacy Design Collaborative & the Common Core State Standards Implementation Plan
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Transcript of Literacy Design Collaborative & the Common Core State Standards Implementation Plan
BALTIMORE CITY
PUBLIC SCHOOLS
Literacy Design Collaborative & the Common Core State Standards
Implementation Plan
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BALTIMORE CITY
PUBLIC SCHOOLS
Connecting Instructional Bodies of Work
Academic Priorities
Rigor, Engagement and
Intervention
Common Core State StandardsMathematics,
English Language Arts and Content
Literacy
Teacher Effectivenes
sInstructional Framework and Rubric
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TASKS
QUESTIONS
FEEDBACK
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ATHO
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BALTIMORE CITY
PUBLIC SCHOOLS
What work have we done to support Common Core implementation to date?
•Participated in monthly professional development centered on an overview of the standards, the PARCC assessment, and strategic planning for school implementation
•Created an initial Action Planning tool outlining their school’s transition process to the CCSS embedded within their school performance plan
School Leaders
•Participated in professional development focused on an in-depth study of the English Language Arts/Literacy and Mathematics standards
Teachers
•Participated in monthly professional development centered on the standards overview, the PARCC assessment, and strategic planning for providing district office support
•Created and revised professional development opportunities for school-based staff around the Common Core focus areas
District Office
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What are our expectations for Common Core Implementation?
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Produce artifacts that reflect the rigorous demands of the Common Core State Standards
SCHOOL LEADERS
• Create structures that allow staff to engage in the Common Core in a collaborative environment
TEACHERS
• Implement rigorous tasks and engage in collaborative planning anchored in the analysis of student work
STUDENTS
• Actively engage in differentiated learning opportunities that promote ownership of learning
BALTIMORE CITY
PUBLIC SCHOOLS
Connecting Instructional Bodies of Work
Academic Priorities
Rigor, Engagement and
Intervention
Common Core State StandardsMathematics,
English Language Arts and Content
Literacy
Teacher Effectivenes
sInstructional Framework and Rubric
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TASKS
QUESTIONS
FEEDBACK
WH
ATHO
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BALTIMORE CITY
PUBLIC SCHOOLS
Connecting Bodies of Work:Making the Connection
ARTIFACTS SUPPORTING COMMON CORETasks Questions Feedback
ACADEMIC PRIORITIES
Rigor
Is the work complex and grounded in
substantive content?
Do questions challenge students to pursue higher order
thinking?
Does feedback challenge students to
engage with the complexity of the
work?
Engagement
Are students active participants? Do students engage
with each other in academic work?
Do students have the opportunity to engage
each other in academic talk?
Does feedback provide students with an
opportunity to revise their responses?
Intervention
Do students receive differentiated tasks?
Do questions help support student
understanding and extend student
learning?
Does feedback translate into student
learning?
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What areas of the Common Core State Standards did we decide to focus on in Sy
2011-12?7
English Language Arts and Literacy
• Informational Reading & Writing (Reading and Writing Standards for Informational Text K-5, 6-12)
• Foundational Skills (Reading Standards: Foundational Skills K-5)
• Content Literacy (6-12) (Reading Standards for Literacy in History/Social Studies, Science and technical Subjects 6-12)
Mathematics
• Focus on Standards of Mathematical Practice
• Problem solving• Creating viable arguments• Attention to precision• Reason abstractly• Modeling• Use tools strategically• Use structure• Regularity in repeated
reasoning (Standards for Mathematical Practice K-12)
6-12
K-5
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Common Core Opt-In Supports for SY 11-12
Strategic supports provided on a school-wide opt-in basis at no financial cost to schools
Schools opting-in will have access to: Common Core aligned professional development, and a math, ELA, science and social studies unit of study for
each grade levelClearly established expectations for opt-in
schoolsSchools opting-out must provide evidence of
their work in advancing the Common Core through PD and curriculum in their School Performance Plans
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Secondary Content Literacy & the CCSS
Literacy Design Collaborative Modules2011-12: One per grade level per content area
Middle School: English/Language Arts, Science, and Social Studies
High School: English I-IV, U.S. History, Government, World History, Biology, and Chemistry
2012-13: Two per grade level per content area (ELA- Four)
2013- 14: Four per grade level per content area
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LDC Pioneer Implementation- Fall 2011
One teacher per module will pioneer a selected module
The pioneer teacher will be supported by a team made up of representatives from the District Office- Academic Content Liaison (ACL), Special Education Liaison (SEL), ESOL Mentor Teacher
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Pioneer Team Responsibilities SY 2011-12
“Tweak” an LDC module for Fall 2011 implementation
Implement module and collect student work by December 12
Work with LDC team to score student workRevise LDC module for City School’s rollout in
JanuaryHelp plan and facilitate January & April
systemic professional developmentsPlan and implement an LDC Professional
Development Course
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Pioneer Team ResponsibilitiesSummer 2012
Help Plan and Implement LDC Summer Academy
Attend LDC Pioneer Academy Review and edit LDC modules from SY2011-12 Begin writing process for new LDC modules
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What does the LDC look like for the teacher?
The LDC framework allows teachers to set goals for their students and provides a pathway to make those goals a reality in a clear, step-by-step manner.
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6th Grade Social Studies Task
How does religion impact the lives of its followers? After reading and analyzing selections from “World Beliefs and Cultures: Islam,” write an essay in which you define “monotheism” and “polytheism” and explain which form of religion Islam is and how Islam impacts the lives of people in Islamic communities. Support your discussion with evidence from the text.
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Our Path - The Instructional Ladder15
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The Instructional Ladder16
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Our Products17
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Impact on Instruction
Common Core alignmentGetting off of the “Content Conveyor Belt” -
significant amount of instructional time committed to delving deeper into a topic.
Concrete evidence of non-ELA classes directly impacting literacy achievement
Meaningful collaboration across content areas using the same vocabulary and process
Conversations about data have a new dimension
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Impact on Students
Building “Academic Stamina” Student to student academic conversations
based on the content and the writing processStudent buy-in, self reflection and prideIncreased retention of content Increased student achievement as process is
repeated within and across content areas.
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