Board of Education Dixon Unified School District

Subject: Student Achievement/Professional Development Meeting Date: October 24, 2013 Item #: X – A.1 Agenda Item Submitted For:

Consent Public Hearing Action, Information, Discussion Action

Resolution Information Discussion

SUBMITTED BY: Susan Girimonte PRESENTED BY: Susan Girimonte, Lindsay Romano and Tanya LaBass Management Recommendation: The Governing Board will be informed by the district Teachers on Special Assignment of the professional development they are facilitating with the Dixon Unified School District staff. ______________________________________________________________________________ Discussion: This presentation will inform the Board regarding progress on transitioning into full implementation of the Common Core State Standards (K-12), Cycle of Inquiry, and other district professional development. ______________________________________________________________________________ Financial Impact: None ______________________________________________________________________________ District Goal this item addresses:

Increasing Student Learning Improving the Learning Environment Increasing Parental Involvement Managing our Resources Effectively Building Confidence in District Leadership

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Professional Development

Secondary and Elementary

Updates

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District Wide Focus Results Oriented Cycle of Inquiry

1. What is it we expect our students to learn?

2. How will we know when students have learned it? 3. How will we respond when students have not learned it? 4. How will we respond when students have learned it?

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Results Oriented Cycle of Inquiry

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Assessment Cycle Used to Improve Instruction

Establish learning objectives/goals and align resources

Instruct students Gather data and share in their Professional

Learning Community (PLC) Analyze data in their PLC In their PLC, use information to create an

action plan 126

Universal Access Focus for K – 6 Dedicated time for teachers to

focus on individual student needs based on progress monitoring using small group instruction.

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The CORE SIX The CORE SIX offers a collection of research-based strategies that helps teachers and students respond to the demands of the Common Core.

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Reading for Meaning Reading for meaning helps all readers build the skills that proficient readers use to make sense of challenging texts. This strategy gives students the opportunity to practice and master the three phases of critical reading that lead to reading success: Preview and predicting before reading. Actively searching for textual evidence

during reading. Reflecting on learning after reading.

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Sheltering the Core What is it?

Instruction and classroom management used to help students acquire grade level content knowledge and skills.

Occurs during the Language Arts block

Target Students Grade 4-6 Up to 15 students per grade level Tier 3 intervention

Why is it beneficial?

A means for making grade level academic content more accessible for struggling students – CORE WITH SUPPORT

Fluid grouping 130

Treasures Training Training for teachers who are new to the district. Student Edition Teacher Edition (including Triumphs

and ELD) Instructional Routines Assessment Handbook Technology

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Transition to the CCSS

Secondary (CA Jacobs, Maine Prairie, and Dixon High School)

Providing Release Days for each

department to meet and articulate

Planning meetings were conducted before release days to set agendas based on the needs of the department

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Mathematics

Dr. Patrick Callahan Transitioning to the Common Core

- Focus and purpose Pathways Strategic next steps – practical

classroom strategies 6 – 12 grade teachers are participating

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Implementation vs. Transition A more student-centric approach is to think in terms of “transition” rather than “implementation.” This is a pragmatic approach that acknowledges where student, teachers, and systems are now and that it will take time to move the system to the Common Core. Dr. Patrick Callahan encourages thinking strategically about a minimum three-year transition plan. He does not recommend trying to do everything at once.

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“Fully Implemented?” From a student’s perspective, the first time the Common Core could be fully implemented is a student graduating in 2024. Before that time every student will experience a hybrid of Common Core and previous mathematics.

You have experienced about 7.692% Common Core!

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What is Math? 1. Posing the right questions 2. Real world math formulation 3. Computation 4. Math formulation real world,

verification

Yet, we spend 80% or more of math instruction on the one that computers can do better than humans.

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Smarter Balanced Claims

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Pathways – Integrated vs. Traditional

Grade K-6 have always been integrated.

Almost every country in the world has integrated High School math classes.

For the Common Core: “integrated” vs. “traditional” is exactly the same content standards, it is a difference in sequence of topics.

CA, being a Smarter Balanced (SBAC) state, the HS assessment is only at grade 11, so there is no difference between integrated and traditional in that respect.

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Transitioning to Common Core:

Focus and Purpose Advice: Don’t try to do everything at once!

Start supporting the Mathematical

Practices immediately. Focus on one or two per semester.

Consider a three-year roll out for the content.

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English Release Day 1 Focus on Argumentative Writing

Progression of standards 6 -12 Identified essential skills at each grade level

Instructional Shifts in ELA Focus on argumentative writing and text

based answers Proficiency Scales

Argumentative rubric from Smarter Balanced Depth of Knowledge (DOK) Planning time

Lessons, formative assessments, and writing prompts

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English Release Day 2

Formalized lesson plans and assessments Developed rubrics Developed common vocabulary

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English Next Steps

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Science

Overview of Next Generation Science Standards (NGSS) - The 6 Shifts

The Framework Course sequencing Depth of Knowledge (DOK)

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Science Science and Engineering Practices are the skills and behaviors that students will need to learn in order to “do” science and engineering as scientists and engineers, i.e. asking questions, developing models, analyzing data, etc.

Crosscutting Concepts are the themes or lenses for students to use as they explore a particular topic. The concepts have applications across all domains of science, i.e. patterns, cause and effect, scale, etc.

Disciplinary Core Ideas focus the K-12 science curriculum and assessments on the most important aspects of science. Between 2-4 core ideas are organized into each of the four science domains. physical sciences │ life sciences │ earth and space sciences │ engineering, technology, and applications of science

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Science

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History/Social Science Focus on Literacy Standards in

History/Social Science Progression of standards, examples

of how to incorporate standards into instruction, and identify key vocabulary

Instructional shifts in ELA/Literacy Smarter Balanced rubrics and

proficiency scales Depth of Knowledge (DOK)

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History/Social Science Next Steps Teachers have the opportunity to participate in

the Common Core webinar series presented by the California History-Social Science Project - Close reading, writing arguments, citing evidence, vocabulary, conducting research, assessing point of view

Fine-tuning the Skills Handbook Explore resources shared

- Stanford Reading Like a Historian, DBQ Project, The History Project, UC Davis, The History Blueprint

6-12 progression of History/Social Science content

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Elementary Transition to the Common Core

Focus on Math for 2012-2013 school year and will continue that focus until January when grade levels will start analyzing the ELA Common Core State Standards

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Kinder and Grade 1 In 2012 – 2013, Kinder and Grade 1 teachers

were provided with 5 release days in which they: Familiarized themselves with the ELA Standards,

Shifts, and Depth of Knowledge (DOK) Unpacked the ELA Standards Explored Smarter Balanced assessment Aligned Report card and assessments to Common

Core Created Proficiency Scales Developed Weekly Planning

Next steps will include supporting K/1 teachers in full implementation through the peer coaching model

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Grades 2 - 6 2 – 6 Tentative Release Day Plan

Overview of ELA Standards, Shifts, and Depth of Knowledge (DOK)

Unpack the ELA Standards Explore Smarter Balanced assessment Align Report card and assessments to Common

Core Create Proficiency Scales Develop Weekly Planning

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Parent Night Common Core State Standards:

Shifts for Students and Parents

November 19th Dixon High School Theater English and Spanish K-12 parents and students First of the three CCSS Parent Nights

planned for the 2013-2014 school year

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Continued Work of Ed. Services Team

Walkthroughs to determine student and teacher needs

Open communication and teacher involvement regarding Common Core implementation

Strategic planning with allocation of CCSS expenditures

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Questions

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