Transcript PowerPoint Template - Forms (CDE Intranet)

Common Core State Standards
AB 250 and the
Professional Learning Modules
Phil Lafontaine, Director
Professional Learning and Support Division
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Transitioning to the
Common Core System
TOM TORLAKSON
State Superintendent
of Public Instruction
Awareness &
Dissemination
Building Readiness
Transition
Implementation
Transformation
Moving to the New
Standards
Making Meaning
Changing Teaching
and Learning
2
Assembly Bill 250 (Brownley)
TOM TORLAKSON
State Superintendent
of Public Instruction
Required the Department to;
• Create professional learning modules
• Create and sustain professional development
training opportunities that support teachers and
administrators in delivering to all pupils curriculum
and instruction that are aligned to the Common
Core State Standards (CCSS).
• Create a Professional Learning Modules (PLM)
Task Force
Module Development
TOM TORLAKSON
State Superintendent
of Public Instruction
The criteria for the modules shall be
based on:
The California Standards for the
Teaching Profession
The Standards for Professional
Learning (Learning Forward, 2011)
4
Develop model professional
development modules to deepen the
understanding of the following:
TOM TORLAKSON
State Superintendent
of Public Instruction
A.The common core academic state standards
B.Instructional strategies to support the learning of all
pupils, including English learners, pupils with disabilities,
and underperforming pupils
C.Instructional strategies that promote creativity,
innovation, critical thinking, problem solving, collaboration,
and communication skills in all academic content areas
D.The integration of subject content knowledge
E.Instructional leadership and coaching
5
PLM Criteria for Modules
Objectives and Outcomes
TOM TORLAKSON
State Superintendent
of Public Instruction
• Know the difference between California’s 1997
Standards and CCSS, how it impacts their learning
environments.
• Demonstrate deeper understanding of and ability to
teach 21st Century skills.
• Gain deeper understanding and increased to support
the learning of all pupils, including English learners,
pupils with disabilities, and underperforming pupils for
differentiated lesson planning.
• Understand and have knowledge of the research
findings and the ability to implement research-based
strategies
6
Objectives and Outcomes, cont.
TOM TORLAKSON
State Superintendent
of Public Instruction
• Use a variety of formative assessments to
inform instructional decisions to support the
learning of all pupils.
• Be able to develop an action plan on how to
apply what they have learned.
• Engage in a continuous cycle of self-reflection,
inquiry, and professional conversations.
7
Module Instructional Strategies
TOM TORLAKSON
State Superintendent
of Public Instruction
The modules must:
• Use a coherent, logical sequence of interrelated
instructional events that deepen educators’
understanding of, and develop skills in, their selected
CCSS area.
• Provide a pre/post self-assessment for participant to
reflect upon key aspects of the module content.
• Provide research articles and/or access to researcher
interviews.
• Include expert modeling of techniques through video or
other demonstrations.
• Focus on a practicum component for educators to use
the strategy/information and provide framing questions
to reflect on the effectiveness of the strategy.
Modules Instructional Strategies, cont.
TOM TORLAKSON
State Superintendent
of Public Instruction
• Provide activities that engage participants in dynamic
learning to support the learning of all pupils, including
special populations.
• Provide information on strategies and techniques to
assist participants with implementing the CCSS in
combination grade elementary classrooms.
• Provide for the engagement of the participants in a
variety of self-reflection activities for improving
professional practice.
• Disseminate, collect, and analyze end-of-module
evaluations for continuous feedback cycle.
9
Module Design and Delivery
TOM TORLAKSON
State Superintendent
of Public Instruction
• Provide a Facilitator’s Guide.
• Provide interactive training that allows for discussion,
requires participation, and supports adult learning.
• Offer presentation options and resources for educator
participation.
• Include material so that participants can:
– select grade span
– problem solve situations involving special
populations
– focus on subject matter
– skip selections already mastered
• Provide opportunities to practice new skills and discuss
possible solutions to the identified challenges.
10
Possible Module Topics
(Task Force Initial Recommendations)
TOM TORLAKSON
State Superintendent
of Public Instruction
1. Overview of the CCSS (approximately one
hour module)
– Explain shifts/changes between the 1997
content standards and the new CCSS for
K-12
– Include high-quality CCSS resources
11
Possible Module Topics, Cont.
TOM TORLAKSON
State Superintendent
of Public Instruction
2. Math: K-12 Standards for Mathematical
Practice
– Embed lesson design
– Research and best practice
– Integrate RtI², 21st century skills, technology
12
Possible Module Topics, Cont.
TOM TORLAKSON
State Superintendent
of Public Instruction
3. Math: K-12 Learning Progression
– Apply coherence & deep understanding
– Use diagnostic and formative concepts
assessments (grade spans K-2, 3-6, and
subject-specific for upper middle and
secondary)
13
Possible Module Topics, Cont.
4. ELA: Non-fiction Reading
TOM TORLAKSON
State Superintendent
of Public Instruction
– Embed lesson design for grade spans K-12
– Text complexity, text based answers,
academic vocabulary
– Diagnostic and formative assessment
– Integrate differentiated instruction (RtI²),
21st century skills, technology
14
Possible Module Topics, Cont.
TOM TORLAKSON
State Superintendent
of Public Instruction
5. ELA: Non-fiction Writing
– Embed lesson design for grade spans K-12
– Writing from sources and using academic
vocabulary
– Diagnostic and formative assessment
– Integrate differentiated instruction (RtI²),
21st century skills, technology
15
Professional Learning Module
Timeline: 2012 Activities
TOM TORLAKSON
State Superintendent
of Public Instruction
Feb 15-16:
On-site meeting with statewide Task Force
May 1:
Module development begins
June 30:
Four (or more) draft modules to the CDE for
review and approval
July 1-15:
CDE and State Board of Education (SBE)
review and submit edits and announce
upcoming availability of modules to field
July 15-31:
Providers revise modules
August 1:
Final modules to CDE for approval
September 1:
Posting to CDE Common Core Web site and
announcement
16
Module Development
TOM TORLAKSON
State Superintendent
of Public Instruction
• PLM Task Force will continue work as
needed
• At least 10 modules are planned to be
completed by September 2013
17
Questions?
TOM TORLAKSON
State Superintendent
of Public Instruction
Carrie Roberts
Professional Learning and Support Division
[email protected]
916-319-0587
18