# data[].attributes.body
Activity 3:

Strategies for:

Awareness- pre-assessment/survey to identify needs, sharing of activities, forum for discussions, teacher's teaching others

Application-Video lessons, Team planning of Stem lessons and sharing with staff, increased opportunities for staff to share ideas and experiences, kids testimonials,

Ownership- Developing a shared vision between school and community, Aligning goals between staff, school and county, communication plan that isn't overwhelming

School-Application and Experimentation Stage-moving toward ownership

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Activity 2:

1. self-learners, critical thinking problem solvers, collaboration, up to date technology, cooperative learning, goal setting, student-centered

3. We are relying on some one-way communication from the state and county  level as well as news and other media sources.  We have established a twitter account.  We host the Big Bash celebration which brings together all community members.

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Snow Hill High SchoolActivity #2- We have established a clearer understanding of the Standards of Mathematics and the Capacities of a Literate Individual and the infusion of these concepts into lesson planning.-Resources are limited due to the apprehension to purchase material that would be inaccurate and/or conflict with MCCSC-Although the majority of the actions in our transition plans had been accomplished, the 2012-2013 plan was competing with the professional development provided to our teachers about Student Leaning Objectives. and the New Teacher Evaluation Protocol.

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Snow Hill High SchoolActivity #2- We have established a clearer understanding of the Standards of Mathematics and the Capacities of a Literate Individual and the infusion of these concepts into lesson planning.-Resources are limited due to the apprehension to purchase material that would be inaccurate and/or conflict with MCCSC-Although the majority of the actions in our transition plans had been accomplished, the 2012-2013 plan was competing with the professional development provided to our teachers about Student Leaning Objectives. and the New Teacher Evaluation Protocol.

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-Through Professional Development, we educated our staff on CCSS frameworks and standard practices.

-Transitioned current activities to align with CCSS and STEM education

-Saw Cross-curricular alignment

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Activity # 3

Currently, The majority of the teachers at Showell are gaining comfort with the common core by experimenting and attempting to use the strategies and or resources. To help our staff move into the ownership and Innovation stages, we plan the following strategies:

Team Time: dedicated to common core planning

Professional Development that is differentiated to meet the needs of all staff members.

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Activity # 2

Question 1

-Independence

-Collaborative

-Problem Based Learning

-Open ended

-active engagement of students

-student focused

-integrated learning

-rigorous

-reading to learn

-discovery

Question 3

Currently, we have involved stakeholders via State, County and School websites, County and School based professional development, school newsletter, SIAC committee, career day, and school AFG plan. At this time, we are still learning and embracing the common core via in-services and team time talks.

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Overall NWE is at the experimentation and application stage

Set clear and set expectations for staff so they continue to move forward in their understanding.

Staff needs to look beyond just their grade level when discussing the CCSC and STEM principles.  Pairing staff with other grade levels will help with overall understanding

Need to differentiate our PD based on staff understanding and grade level

Encourage cross grade level collaboration

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Worcester Technical High School Activity #2

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Worcester Technical High School Activity #2

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Question 1:  Inquiry based lessons and the integration of English, Math and STEM in a cross curriculum fashion including into our 19 CTE programs.

Question 2: Prepares students for the world of work and post-secondary schooling through a holistic approach teaching and learning.

Question 3: As a county we are providing professional development in Common Core Curriculum and STEM standards and how these goals can be incorporated at all levels of instruction.  The public and community are made aware through the public planning process, school based activities, STEM fairs and visits of multiple grade levels to the county technical high school.

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Common Core Parent Informational Nights

Principal's message in monthly newsletter

Links on website for Common Core

Moving staff from awareness to ownership

# data[].attributes.body
Overall KCHS is at the Application & Experimentation Phase with some areas reaching the Ownership stage.

Strategies:

*Aligning lessons with standards beyond ELA & Math--using Department Leaders

*Use this activity at faculty meeting as connect/engage

*PD sessions--each department shares a lesson exposing CC or STEM-centric elements. This will force more ownership.

*We will be differentiating among the staff depending on the stage they are at in this process--i.e. application & experimentation, ownership

in order to help all staff gain a better understanding and comfort level with the CC/STEM centric

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High expections

Collaborative

Hands on

Real World Connections

Problems Solving/Inquiry Based

Interdisciplinary

Infusing technology

# data[].attributes.body
Activity #2

-Set high expectations for all students

-integrated transdisciplinary instruction

-authentic performance-based activities and assessments

-inquiry-based instruction

-highly engaged students

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Kent County High School--Activity #2, Question 3

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Kent County High School--Activity #2, Question 3

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How to introduce Parents, community members, & students to CC/STEM centric.

*Welcome back letters

*Newsletter items each quarter

*Back to School Night

*Topic for PTSA night, Junior/Senior information nights

*Student video--academic based--What you will be doing your freshmen, sophomore, junior, senior year

*Posters for classrooms with graphic transition from HSA to PARCC and how it will affect kids

*9th grade transition day--mini lesson

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Characteristics of a CC STEM centric school.

*Professional Learning Communities

*Use of Data (ex School Net)

*Inquiry Based Learning/Problem-Solving

*Use of discipline specific practices to communicate content knowledge

*Cross-curriculur Reading and Writing

*Team Planning--Cross-Curricular

*Staff-Student Ownership

*Life Skills preparation for continuous learning

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Activity 2

Students are going to be actively engaged in questioning and hands-on activities to solve real world problems while working collaboratively.  Teachers will facilitate student involvement by promoting student questioning and guiding students through the learning process, but making students aware and accountable for their own learning.

Through newsletters, involvement of the SIAC Committee and PTA a STEM-centric school will be promoted in 2013-2014

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Cedar Chapel Special School teachers are implementing many of the best practices and strategies aligned with the Common Core, as guided by strategic professional development in ELA, Mathematics and STEM throughout the school year.  Student growth is evident in the newly created school aligned benchmarks. Teachers and staff will need to make deeper connections to the language found in the Common Core documents in order to fully own and believe the transition.

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Kent County High School has accomplished all tasks/outcomes from our transition plan the past two years. We focused on awareness, vocabulary, content changes, and the STEM philosophy during year one. This past school year, we focused on experimentation and implementation--i.e. text dependent questioning, analytical reading, and writing in all contents. We're moving forward with the STEM philosophy beyond our "STEM" program.

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Activity 2

- As a county, we are providing professional development in Common Core Curriculum and STEM standards.

- As a county, we are writing grants to recieve funding to implement STEM practices and Common Core Curriculum.

- Summer School and After School Academies are STEM-centric.

- Our school SIAC team has been informed of the Common Core Curriculum.

- AFG planning council has also begun to address Common Core Curriculum in plan revisions.

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Dorchester County Public School principals have been focused on the purposeful observation process for the past several years each month during administrative council. As a result of this work, there is a greater focus on student LEARNING. The post observation conference is used as a one on one professional development session between the teacher and administrator. This time is used to be reflective about students' learning and how what the teacher did during the lesson impacted student learning. No longer do teachers just come in and sign off on the observation form, but the teacher comes to the post observation conference with student work, ready to engage in a reflective conversation. Information shared during the post observation conference helps the administrator gain a clearer understanding about the lesson, which influences the overall rating. The most powerful observations principals have shared is when teachers get the "aha" moment while reflecting about how what was done during the lesson had an impact on students' learning. Having the conversation centered on student work neutralizes the conversation and keeps the focus where it belongs... on how well students are achieving!

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Over the past 2 years, Pocomoke High School has emphasized student engagement in transdisciplinary professional development and made efforts to increase rigor in the classroom. Next year, we will launch the AP Pathway Program for incoming 9th grade students. The Math department instructed using the 8 Standards of Mathematical Practice and implemented the Geometry Common Core Curriculum.

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Language Arts and Math : Upacked the Practices and the Capacities and identified skills that overlap to all
disciplines.

Math: Sample lessons were studied and then developed that utilize inquiry and concept attainment.

Task development then occurred for classroom implementation.

Writing:  Science and Social Studies explored and developed sample argumentative writing prompts
in each of their content areas.

STEM:  The components of an integrated STEM lesson were discussed with the science
teachers, but not all other content areas.

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Our faculty has been given the opportunity to explore and become more comfortable with the verbage and higher expectations the Common Core is asking from teachers and their students.  The majority of our transition plan has been benenficial in helping to realize this goal.  The area we need to integrate more is STEM activities. For the lower grades, teachers have been pleased with the Math Curriculum Sequence Guide prepared by our county coordinator in addition to the after school workshops provided each term.

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Implemented transition plan as developed at prior academies

STEM and transdisciplinary activities embraced by staff

Implemented project based learning at all grade levels

Quality dissemination of Standards of Practice and PD that facilitated staff understanding and implementation of MDCCSC

Resources:

mdk12.org , Comprehension Toolkit, EEA team PD,

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Professional Development was provided with teachers becoming engaged in knowing and understanding CCSS and were willing to take risks.

It was a gradual process but one that was successfully completed.

Each grade level completed a transdisciplinary unit during the school year.

Went from planning stages to implementation stages of Common Core.

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We have embraced the CCSS through ongoing collaborative PD with WELC and Beaver Run.  Through the  implementation of the standards in daily  instruction, we have successfully executed Kid Writing and 6 + 1 Writing traits.  In the second year of implementation of CCSS in Math in grades k and 1, we have increased our rigor to prepare students for college and career readiness.  In the first year of implementationof CCSS in Math in grade 2,  we embraced the concepts through ongoing PD and applying these strategies in our classroom instruction.  Across all grade levels, STEM has been integrated in all content areas.

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We successfully met our outcomes in the transition plan through purposeful and structured PD of

CCSC and PARCC awareness in year one to implementation of CCSC in year two.

Through the use of EEA materials, mdk12.org and PARCC prototypes, critical information was delivered

and implemented at JMB.

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The unit plans were very helpful in Math and we were able

to teach the Fractions Unit for grades 3-5.

The parcconline website tasks brought the expectations to life.

Real STEM brainstorming occurred when the teachers had to complete a STEM activity themselves.

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School staff has utilized opportunities to develop, implement, and self-evaluate transdisciplinary lessons throughout the school year.  Using toolkit strategies, staff members were exposed to model lessons incorporating Common Core ELA standards.  During PLC meetings, staff members developed STEM-centric lessons which were implemented as grade levels.  After implementation, PLC time was used to reflect upon and share the effectiveness of the lessons.

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(cont'd)

Accomplishments:

- piloted STEM enrichment in 6th grade

- grades 4-5 successfully integrated Common Core in all content areas

- gave entire staff overview on instructional shifts for RLA/ELA, Math, and STEM

Helpful Resources:

- Common Core frameworks

- MSDE website example lessons

- EEA professionbal Development for understanding

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All grade levels had students engaged in STEM activities.

All K-2 are implementing Common Core in Reading and Math

K-2 used Origo math program all year, 3-5 implemented Common Core math the last quarter of the school year.

Ongoing team meetings

K-5 had writing porfolios that covered the three types of writings.

Completed PD on text dependent questionings and follow up during team meetings

Math teachers received PD in Shifts in Math which was EEA materials

Exposed students to more novel studies

STEM PLCs

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We implemented the following at WHS this year:

* A multi-disciplinary STEM unit for the 8th grade.

*Infusion of various CCSC units and tasks across mathematics classes.

*Including RELA writing assignments that introduce comparative texts and writing analysis.

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The unit plans were very helpful in Math and we were able

to teach the Fractions Unit for grades 3-5.

The parcconline website tasks brought the expectations to life.

Real STEM brainstorming occurred when the teachers had to complete a STEM activity themselves.

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(cont'd)

-

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Literacy standard in social studies was introduced thru ESWP last summer during workshops.

Science literacy standards has been ongoing.

# data[].attributes.body
Created three clusters:  Health and Human Services, Trades and Industry, and Information Technology.  Every teacher has had an opportunity to co-plan and co-teach with teachers who have attended past EEAs. Every teacher taught at least three lessons that integrated math, three that integrated English - Language Arts, and three that integrated STEM.  In a professional learning community format, teachers debriefed on their experiences.

Staff development has occured throughout the 2012-13 school year monthly in an effort to successfully implement the CCSS.

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All teachers/all grades completed fully integrated STEM lessons.  STEM PD, used STEM centric lesson plans, utilized Disvovery Ed.

PD on math practices and last quarter transition to CORE math curriculum. K-2 use of Origo.  Book study on the Vandewall book and implemented strategies in classrooms.

PD and classroom instruction using argumentative writing.

PD on close reads, vocabulary development, incorporating performance based verbs in objectives, writing text depend questions, authentic assessments based on text dependent close reads, skill integrated novel units, deeper look at miscue analysis for DIBELS to better address the needs of the students in the classroom-incorporated with RTI, performance based rubrics.

Data analysis of reading and math using CFIP to form flex groups for instruction.

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Created three clusters:  Health and Human Services, Trades and Industry, and Information Technology.  Every teacher has had an opportunity to co-plan and co-teach with teachers who have attended past EEAs. Every teacher taught at least three lessons that integrated math, three that integrated English - Language Arts, and three that integrated STEM.  In a professional learning community format, teachers debriefed on their experiences.

Staff development has occured throughout the 2012-13 school year monthly in an effort to successfully implement the CCSS.

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Teachers were introduced to what a quality STEM lesson looks like and were given the chance to particpate in a lesson in order to gain knowledge of STEM.  After being introduced to the STEM lessons, teachers then created and implemented STEM lessons in their instruction.  Teachers explored how to implement MD CCSC in their classrooms.

Successful implementation of CCSC math in K-2 and last quarter in 3-5, PD on text dependent questions and 6 + 1 Traits of Writing, viewed PARCC website

Central office Supervisors, county level curriculum for CORE, MSDE website, PARCC website, ORIGO, sample lessons/units

# data[].attributes.body
We have successfully completed all  outcomes, goals, and activities in Math, STEM, and ELA, from close analytic reading to examining instructional shifts in Mathematics, etc. We provided  professional development to our staff via in-services and small-group breakout sessions and supplied resources such as user-friendly binders, internet resources, and hands-on practice.

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Math -In the last 2 years teachers have been exposed to the principles, content standards, reading documents. They have also been exposed to open end questioning and using various manipulatives.
Reading- Teachers have moved into doing closed readings and anchor standards. They have put an increased focus writing, speaking, listening, and language.
STEM - Teachers are taking a transdisciplinary approach to incorporating the STEM practices in reading and mathematics.

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County Coordinators have provided beginning stages on disciplinary literacy.

Social Studies/Science content area provided with prof. dev. on reading activities

to include close reading and text complexity.

In Math the Coordinator has provided prof. dev. in the geometry content area  to

aligned with new standards.

Expectation meetings incorporated creating essential questions to include

interdisciplinary regarding real world application.

English has focused on the instuctional shifts emphasizing text based questions

independent student learning. Emphasis on writing and vocabulary.

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More UDL Training.  Introduction and implementation of text dependent questioning.

We have completed all math activities including PARCC, tasks shifts in math, accessing PARCC updates and asessment prototypes.

The CMS has not been avialable therefore the actiivty has not been compelted.

There has been no progress with STEM.

ELA has implemented summative and diagnostic assessments based on prototypes.  Six traits writing has been introduced and implemented.

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-Professional development has been consistent throughout the school year in the areas of ELA, Math and Stem.

-Introduction of 6+1 Writing Traits, professional development with writing to source, increase in daily writing and a general increase in comfort level for staff and students has made a difference for SHES.

-Professional development and time to unpack the math standards and create toolboxes to support student learning and collaboration along with newly developed pacing guides and lesson frameworks for each grade are guiding SHES along the correct path.

-Professional development for teachers to better understand STEM connections in all areas of instruction has prepared SHES to become a STEM centric school.

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Accomplishments:

-Extensive professional development opportunities.

-Collaborative PLCs with other schools.

-More student-centered learning.

-Transdisciplinary writing.

-Developed and implemented transdisciplinary units.

Completed:

-See above.

Resources:

-Professional development resources during PLCs and faculty meetings: illustrative mathematics, STEM presentations, writing

-Professional development by Salisbury University faculty.

-6 + 1 Trait Crates.

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The four content areas have had different levels of PD and implementation. We have all gone through the process and are all ready for next year.

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On-going writing of Algebra I and Geometry Standards for alignment with Common Core.

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* One of our accomplishments included our STEM-centric implementation and sharing.

* We completed our entire PD plan with success.

* Among the very helpful resources for our transition to CCCS implementation have been the professional development coaches and purchase of curriculum resources.

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-100% of staff completed transdisciplinary lessons.

-Created lesson using  a common template (created by RTTT) for teachers incorporating 5 E's, writing to source, and habits of mind.

-All staff developed and implemented text dependent questions for articles used in classroom after evaluating text complexity during a school-wide PD.

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SLO Pilot Program

Close Reading Workshop/PD through Collaborative Planning

VSC & CC Differences - Collaborative Planning

Science New Curriculum, Partial Implementation 2013-2014.  Full Implementation 2014

Eastern Shore 9 - Benchmarks from SLO's Only

County Level - Built all term assessments

LA - Eastern Shore Group built diagnostic and summative for SLO use.

STEM - STEM Day and STEM Camp with Stephanie Adams

Parent Night - CC Information Communicated

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*Students are successful with inquiry based math lessons.

*Looking forward to help from coaches, additional PLC's, and team planning to support continuity throughout the grade levels

*STEM - able to successfully integrate into transdisciplinary lessons.

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Lots of great work has begun as schools are transitioning to full implementation. I look forward to working with you during the Academy this week

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Our four content area teams are all at different levels of understanding

and attempts at implementation. Everyone has gone through the process

Of training

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Our Houghton-Mifflin Reading Series is closely

aligned to the Common Core.  Developmentally

Appropriate Practices support STEM activities

throughout the curriculum.  Because many practices

were already in place the transition to Common Core

has been seamless.

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All students have had the advantage of receiving exposure to MD CCSC standards and instruction.

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Accomplishments

- implemented Standards of Mathematical practices for all grades 4-6

- received Professional Development for transitioning to Common Core

- grades 4-5 Professional Development for text complexity

- Summer Academy more STEM focused

- After School Academy piloted STEM classes, more planned for next year

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Cambridge-South Dorchester High School/North Dorchester High School

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Cambridge-South Dorchester High School/North Dorchester High School

# data[].attributes.body
Overview of Educator Effectiveness Academy PD completed in a collaborative effort

discussing CCSC in English, Mathematics, Writing and Planning, and STEM.  This PD was

conducted on September 16, 2011.

# data[].attributes.body
We have teamed with WIllards and Westside Primary to collaborate and present PD.

Staff has become more comfortable and confident now that K-2 have implemented CCSC.

Students and Teachers have embraced STEM.

Process writing has returned!

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Completed curriculum mapping throughout the school to assist with the transition of an interdisciplinary approach.

Greater focus on using the Comprehension Toolkit in grades 2-5 in all content areas.

In-depth PD with grades 1-2 focusing on greater hands on approach to CC Math.

Participated in STEM challenges and incorporated STEM practices into daily instruction.  Greater emphasis on thematic teaching.

Greater focus on providing appropriately complex text across grade levels with a focus on informational/non-fiction text.

EEA team members provided monthly/bi-weekly PD on all areas of CC.

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Disciplinary Literacy is going to be critical as there is great need to implement reading writing standards.  This responsiblity goes beyond ELA instruction.

# data[].attributes.body
Math transitioning in shifts (ie. Pk-1, 2-3, 4-5)

Math PD with Pat Turner and Georgia Wensell

Began transitioning of RDG with new series to incorporate more non-fiction text

RDG PD on Close Read and Text Dependent Questions

PLC with Dr. Robyn Jackson on instructional rigor

Book Club - How to Plan Rigorous Instruction, Cooperative Learning

Kagan Cooperative Learning PD

# data[].attributes.body
The successes we have experienced are based on the vast sharing of information in relation to both the Common Core State Standards and the upcoming PARCC assessments.  Teachers integrated the information into their lesson planning.  We also successfully identified specific opportunities for improvement!

# data[].attributes.body
-Consistant PD and implementation of comman core and S.T.E.M standards of practice.

-Implementation of S.T.E.M standards in a learning lab setting for all grade levels (Pre K-2).  A S.T.E.M teacher coplanned and taught with all classroom teachers.

-Helpful resources that we utilized included: 1) EEA resources, 2) Engineering is Elementary (EiE), collaboration and PD with Salisbury University math professor.

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Through the use of quality professional development plan for the school year, teacher collaboration during the professional development; we have successfully collected student artifacts based on transdisciplinary planning.

# data[].attributes.body
Through effective PD, teachers are more aware of expectations for Common Core.  Developed Transdisciplinary Unit plan around inquiry-based learning with more accountability for teachers to turn in artifacts for the second year.  Transition Plan tasks have been successfully completed by EEA Team.  Some resources that have helped are MSDE Powerpoints, County PD and Coordinator for School Improvement.

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- Implementation of "Engineering is Elementary" STEM Units in grades 2-5.

- Application of Math Practices 1 through 4 in grades Pre-K-5.

- Walk through observation of Math Practices 1 and 3 in grades 2-3.

-Implementation of DCPS writing portfolios in grades K-5 with collaborative scoring of prompts.

-Transition Pre-K-3 to CCSS Math.

-County-wide Math Benchmarks for systemic in grades Pre-K through 3.

-Collaborative scoring for Math Assessment written responses grades 1.-5.

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Teachers have embraced the Common Core and STEM by implementing Common Core math and ELA standards in daily instruction. STEM lessons are integrated in ELA and math instruction.  Grades Pre-K-2 have fully implemented CCSC for math and text dependent questions are a regular part of daily instruction.  We worked collaboratively with Westside Primary and Fruitland Primary on implementing professional development based on our combined transition plans.  Our science resource teacher, Kevin Hill, provided several inservices and materials on STEM.  Bonnie Ennis provided math manipulatives and Patty Blevins provided us with the Comprehension Toolkit and the Trait Crate.

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Our Transition plan has enabled us to focus our PD and PLC’s on Common Core and STEM implementation.  This focus has enabled us to concentrate on PD and accomplish our Transition Plan goals each year.  We were able to move our teams from the theory behind Common Core and STEM to practical application.  Our partnership with Willards Elementary and Fruitland Primary has enabled us to work collaboratively and broaden our perspective.  The multiple resources obtained through the County and our school collaboration have provided teachers w ith valuable ideas and best practices for instruction.

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To prepare students for higher-level education, teachers have integrated key skills from STEM, math, reading, writing, speaking and listening into more activities throughout the content areas using collaboration and integrated unit plans. We used all available resources such as Moodle and technology resources, guest speakers, more nonfiction text, collaborative planning time, and curriculum "placemats", and school-wide gallery walks to gain more ideas.

# data[].attributes.body
Teachers within this facility gained knowledge of the CCSC  and moved into implementaion of the curriculum. Students have been more engaged in sciences using the STEM/ hands on activites. Through successful PD and the  resources available, our staff haspush our program in the full implementation of the CCSC.

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Students are more engaged in science units that

are hands-on and discovery based. These units are also

integrated throughout the various contents. The frameworks developed at the county level have been extremely helpful to

teachers, as have the variety of mathematics resources

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Calculated roll out plan for math transitioning.

Math PD with Pat Turner on Standards and curriculum.

Unpacked Math Practices during team planning sessions.

Incorporated STEM Units by grade level.

Provided PD on Cooperative Learning

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We have developed frameworks from prek-5 for math and ELA that map out when to implement the standards; Conducted and participated in PD on Math practices, close reads and cooperative learning; implemented math benchmarks aligned with the standards; conducted transition activities as a county

# data[].attributes.body
Consistant professional development plan supported by our math and ELA coaches has been essential during the transition. Materials purchased for the implementation has also been highly effective.

# data[].attributes.body
Through quality PD and staff collaboration Common Core practices of ELA, Math and STEM (e.g. close reading, text related questioning, writing to source, and inquiry based learning) are being implemented into all classrooms.

# data[].attributes.body
SMS faculty and staff have had effective PD

and time allotted for exploration into the CCSS. The PARCC

website, progression documents, and the Next Generation materials

have all been helpful.

# data[].attributes.body
There was more collaboration amongst

staff in the aignment of CCCS.

# data[].attributes.body
Science supervisor came in to assist with

what a transdisciplinary unit is.  The staff worked

together as team to develop STEM lessons.

# data[].attributes.body
Teachers have trialed using the PARCC

format for assessments with overarching

text dependent questions.

# data[].attributes.body
Teachers have incorporated the Math

Practices into their daily instruction. They are

writing inquiry based Math problems.  They have

infused CCSS Standards into daily instruction.

# data[].attributes.body
Greetings from Pam Massey, Master Teacher, EEA, ELEMENTARY,

I look forward to seeing many of you Tuesday.

I