one district’s collaborative journey to common core … · 2015-01-14 · demographics 19,577...
TRANSCRIPT
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One District’s Collaborative Journey
To Common Core Implementation
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JURUPA UNIFIED SCHOOL DISTRICT
• Jurupa Valley• Western Riverside County
16 Elementary
3 Middle
3 High Schools
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DEMOGRAPHICS
19,577 Students grades TK-12
80% Unduplicated Count
Schools range from 50% - 96%
36% English Learners
74% socio-Economically Disadvantaged
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BACKGROUND - 2010
Multi-year elementary PDPrescriptive instructional minutes/guidelinesTeacher frustrationDifferences K/6 - 7/12
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DISTRICT VISION
Culture
CCSS
CollaborationStructures
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COLLABORATION STRUCTURES
Education Services CommitteeCreate CCSS Steering CommitteeSecondary Math Committee
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CCSS STEERING COMMITTEE
Make Up- Teachers from all grades/subjects- Principal Reps- Ed. Service Leadership
Function Key Actions
- Dove deep into the standards - Redwood- 2-day planning retreat
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KEY ELEMENTS
Clarity Structure - FrameworkComprehensive Equity and access Time Training
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Our Plan
Priority Standards
Professional Development
Implementation & Accountability
Units of Study
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PRIORITY STANDARDS
Readiness(for next level of learning)
High Stakes Assessments(SBAC)
Endurance(concepts and skills that last over time)
Leverage(crossover application to other areas)
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PRIORITY STANDARDS KEY ACTION STEPS
Establish committee Facilitated process Make initial selections Vertically align standards
K-12 Provide professional
development Acquire feedback, revise,
publish
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UNITS OF STUDY MODEL: LEADERSHIP AND LEARNING CENTER
A series of specific lessons, learning experiences, and related assessments —based on targeted Priority Standards & supporting standards — for an instructional focus that may last anywhere from two to six weeks.
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UNITS OF STUDY COMMITTEE
Make-upSelectionCommitmentPrincipalsProcess
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JUSD UNITS OF STUDY : COMPONENTS IN DEVELOPMENT
Standards Instruction Assessment Data Analysis “Unwrapped”
Priority Standards
Matched SBAC Thinking Skill & DOK
Big Ideas Essential
Questions
Engaging Learning Experiences
Authentic Performance Tasks
Aligned Rubrics
Differentiation
Common Formative Assessments
Variety of Formats (e.g., SBAC)
Frequent Progress Monitoring
Data Teams or PLCs
Focus on Student Needs & Work
SMART Goals Targeted
Strategies Results
IndicatorsPriority Standards are carefully placed, paced, taught, assessed,
re-taught, re-assessed throughout the year.
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UNITS OF STUDY RESEARCH BASE (EFFECT SIZE, HATTIE, VLFT, 2012)
Formative & Frequency of Assessment
Teacher Clarity
Teacher and
StudentFeedback
Spaced/ Distributed
Practice
Meta-Cognition
& Self-Regulate
Mastery Learning
Teacher Expectation
Effect Size .90 .75 .73 .71 .69 .58 .43
# ofStudies 599 -- 1,310 63 1,298 420 674
90 – 90 – 90 Study (Reeves, 2000)• Laser-like focus on achievement• Curriculum choices• Non-fiction writing• Collaborative scoring• Multiple opportunities for success
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LCFF / LCAP DEVELOPMENTA COMPREHENSIVE AND COHESIVE LEARNING BLUEPRINT (STAKEHOLDER INPUT, SYSTEMATIC IMPLEMENTATION, MONITORING OF EFFECTIVENESS, AND MODIFICATION BASED ON STUDENT OUTCOMES)
High-Quality Classroom
Instruction andCurriculum
Professional Learning
Assessment, Data Analysis,
and Monitoring
Safe and Orderly School Environment
Academic and Behavior
Interventions
Parent, Student, and Community
Engagement Every Student Learning in
Every Classroom Every Day
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IMPLEMENTATION AND ACCOUNTABILITY
Roll out (May 2014)August PD for TeachersMonitoringUOS Development Feedback ProcessesCoaching Standards-Based Grading
& ReportingParent Communications
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UOS FEEDBACK PROCESS
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UOS DIGITAL PLATFORM
ELA/Math Units
Discussion Board
Shared Resources & Rating
Coaches’ Corner
Feedback Forms
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JUSD COACHING VISION
Develop meaningful partnerships with classroom
teachers to improve teaching, learning, and leadership
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WHY COACHING?
Positively impacts…
Teacher Attitudes Edwards, 1998; Hull, 1998.
Teacher Practices Knight, 2007; Showers et al., 1997.
Teacher Efficacy Edwards, 1999; Hull, 1998; . . ..
…...Coladarci & Breton, 1997; Rich, et ……al., 1996.
Student AchievementWenglinsky, 2000; Sanders, 1996.
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QUESTIONS