# data[].attributes.body
The 2012-2013 transition plan was reviewed and discussed.  Successes were:

1.  Staff understanding of content literacy and how this applies to CTE programs.

2.  ELA standards provided a framework for developing assessments which required students to demonstrate knowledge of close reading using text-dependent questions and the ability to write to a source.

3.  Cross Curricular and STEM projects were a source of pride among staff.  Culminating projects highlighted the skills and knowledge of students in creative, real world, challenging situations.

In reviewing the stages of change, it was felt that there was a strong understanding of how ARL is a "STEM-centric" school; more attention will be given to how this will support student performance on PARCC assessments.

Resources which were helpful included the seed lessons and ice breaker activities from EEA 2012, the School Improvement page of the MSDE website, and online PARCC websites.

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Characteristics of a CC, STEM-centric school:

Collaboration with community partners

Partnerships with other school communities

Promote critical thinking skills

Inquiry and problem-based learning

Buy-in from staff, students and parents

Opportunities for vocational preparedness

PROMOTING A STEM-CENTRIC SCHOOL:

Staff meetings and professional development opportunities

During IEP meetings

Newsletters

Conferences

UDL is incorporated in all disciplines throughout the school

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Awareness: read it and aggressively search for information, participate in PD

Application: willingness to change, participate in exemplar CC lesson- know what it looks l ike

Ownership: develop CC lesson, collect data/evidence to support student growth

Advocacy: collaborative/social sharing, PLC's

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Hawk Talk-weekly parent newsletter

Bring your own device

parent University- parent workshops

Web Page

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Urbana Middle- charactersitics of school

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Urbana Middle- charactersitics of school

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inquiry learning

problem based learning

verbal discourse

research based

independent thinkers

collaborative

technology based learning

differentiated instruction

real world application

interdisciplinary instruction

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Glenwood Middle School has provided many opportunities for students and staff to transition to the MCCSC.  These include changes in our professional learning and engaging student activities are implemented using resources developed by our school system and by school staff.
Implementation has involved staff development, Universal Design principles to develop activities that reflect the content of the CCSC and will model the concepts of the PARCC assessments.

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Discussion Summary One:  Our characteristics of Common Core, STEM-centric:

Align all courses and disciplines with Common Core and Stem.

Skills:  That are applicable in all classrooms.

Teachers willing to hold students accountable when skills are not achieved.

Continuing survey of current literature and research.  Data Collection for data driven decisions.

Align with the needs of the business world.

Work with colleges to better prepare the college bound student.

A skills centered school not content centered school.

Discussion Summary Two:

What are we doing to promote Core State Curriculum, STEM-centric school?  How are all stakeholders being made aware of this transition in instruction?

Status quo is not acceptible anyone.  Communication to parents on scheduling nights and parent teacher conference nights . We need to improve on communication with community and parents.

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/wuWindsor Knolls MS:  Accomplishments:  Greater awareness and move towards full implementation of Common Core; awareness and use of model units.  Successfully completed:  Made progress on all of our outcomes to various degrees (using ELA and math model lessons and resources, creating and delivering professional development re: disciplinary literacy and STEM, PARCC).  Resources that were helpful:  U drive resources, achievethecore.org, various online resources.

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Centerville Elementary and Tuscarora Elementary

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Centerville Elementary and Tuscarora Elementary

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Discussion Summary

* PD modules have been created and implemented.

* Centrally aligned resources have been provided.

* Pre K-5 full implementation for math

* Pre K – 2 implementation for ELA

* Use of Global Scholar – formative and summative assessments

* Building community partnerships to implement STEM

* Increasing staff awareness of what STEM encompasses

* Repackaging what we have already done – but through the lens of STEM

* Increasing parent awareness

* Fluent with the language of CCSC

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Accomplishments in Transitioning

* We were successful in implementing professional development in the areas of reading and mathematics as it was related to Common Core learning.

* Our Math Support Teacher supported our mathematics instruction by sharing information related to Number Talks, as well as did model lessons and supporting staff to implement in the math classrooms.

* The majority of our staff were involved with the implementation of the Common Core Curriculum. If staff was not directly involved, they were exposed to the Common Core curriculum professional development opportunities.

* Our second through fifth grade teams participated in CFIP (Classroom Focused Improvement Process) meeting every other week. This helped to drive instructional changes for our students.

* All grade level teams participated in quarterly long range planning sessions with the support of our Math and Reading Support Teachers.

Successful Implementation

* All parts of the transition plan related to math and reading. We still need to work on STEM plans.

Helpful Resources

* Pearson website

* Matrix writing

* Howard County Public School System wiki for Common Core

* Envisions lesson plans

* Transition Plan

* PARCC

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* awareness

* as a county and school we are ahead of other/most jurisdiction

*changing English Curriculum sequence

*communication with parents, especially in math

*PARCC assessments in math, English

*sharing info during curricular meetings

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As a school, we have focused on elevating rigor and having the Common Core Standards as our foundation.  We have also had exposure and awareness to disciplinary literacy.  We feel that as a county we are ahead of state.

Resources are coming from the state and county level, for teachers to experiment with and so far have been deemed successful.  Our Math department has found that Encore books have been a great resource as well.  We are also currently working on writing existing lessons in a STEM-Centric Format.

Our EEA-ELA represnetative has printed out resources from the FCPS county drive for her department.  Having these documents locally, especially the rubrics, have been a great resource.

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Accomplishments:

-fully implemented ELA CCSS Pk-2

-fully implemented Math CCSS PK-5

-weekly teamings to discuss students' needs and best practices

-deeper level of conversationan among staff

-modeling of lessons and collaborative planning

-involved community by offering information sessions and family nights

-use CFIP model for grades 4-5 to look at data to help make instructional decisions

-quarterly "kid talks" to collaboratively make instructional decisions based on data

Resources:

-electronic curriculum maps and planning guides

-specialist and administrative support

-grant money

-local EEA

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1. Accomplishments

ELA – Writing has been very successful. K-5 teachers have a handle on it. Implementing best practices. Math – K teachers have been successfully teaching standards. They feel comfortable with it. 1st-2nd grade teachers implemented standards and have a good handle. STEM – GT and Technology implemented excellent lessons to support STEM. Lego program in 2nd grade was implemented and successful.

2. Transition Plans successfully completed
ELA – Training on standards and best practices. EEA rep provided staff development. Math – Training on standards and best practices. Math committee have implanted a Parent Math Night. EEA rep provided staff development.
STEM – Still making transition.

3. Resources that have been helpful
ELA - Module training by RST’s. ELA website page provided by the county. Writing on Demand training and resources provided by the county. Treasures program resources.
Math – Module training by MST’s. Wiki Spaces provided by the county. STEM - NA. Still need training and resources. iPads and other technology equipment have been received.

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Tweetable: Staff awareness and experimentation shows preparation for moving forward to owning and advocating in years 3 and 4 of the transition. #Ready for CC

Accomplishments: School-wide awareness of the Common Core and the Transition Planning objectives. Professional Learning Plans aligned with the Transition Plan. Educator readiness reflects awareness, experimentation and a level of preparation commensurate with moving forward to owning and advocating toward years 3 and 4 of the transition. Successful Implementation: -Successful full-staff experience with use of Student Learning Objectives to measure student growth aligned with CC Objectives. -Second year of Transdisciplinary Teaming model supportive of collaborative teaming and deep reflective process essential to teaching and learning. -Strides in the area of using metrics to measure student growth (CFIP, SLO etc). Resources: UDL and Technology; Professional Learning Plan lead by IIT; Collaborative Planning through TDT (Transdisciplinary Teaming) using CFIP data protocols; training in the use of data collection with resultant Patapsco Wiki resources for self paced instruction; various wiki resources (math, CC, etc.); use of GAFE to encourage collaborative planning, resource sharing, and data collection.

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Accomplishments: In Math and ELA we have aligned all units to common core standards. We have begun using literacy standards in content specific classrooms. We have had professional development on differentiation. We are working to incorporate higher level thinking skills in Math. We have implemented text complexity standards in ELA.

Successful Completion:

Close reading PD with content area teams

Vocabulary instruction PD

Cross- disciplinary team planning

ELA team has successfully included writing products and processes in lesson development and implementation

Resources:

Digits program

Curriculum specialists and reading specialist

Common Core materials (Common Core by Coach)

Scholastic literacy training- common core focus

EEA materials

MSDE common core training

ASCD webinars

MSDE website and literacy resources

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Accomplishments:

- Modules were consistent and effective

- Use of language arts binders grades 1-5

- CFIP helped to focus instruction and intervention

Completed Parts:

- All strategies completed in each area (EX: PLCs, modules, lesson seeds, resources and support)

Helpful Resources:

- CFIP process

-Language Arts binders

- STEM PLC and resources provided

- School-based Math Wiki

- Modules

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1. In the content areas we have completely transitioned over in math in all grades and we have completed transition in prek-2 Language arts.

2. Grades 3-5 developed key concepts in language arts

3. We have refined our planning practices to collaborativelintegrate best STEM practices with curriculum content.

4.  We have used the close reading resources, Common Core website, EEA tools to help with our transition.

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STEM representative shared examples of best practices

Staff Development on CCSC - instructional shifts with reading and math

Staff Development on UCARE strands and depth of understanding of math content

Collaborative planning with Specialists (integrations of art, music, pe)

Collaborative Planning with Reading Specialist and SDT

Writing to Source

MCPS' Curriculum 2.0 - imbedded with creative thinking, critical thinking, and academic success skills,  technology and common core standards

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Staff development on UDL in October and March

Monthy team meetings on SLO writing.

Continue to build awareness of CCSC

Expanding STEM resources within the school, community and County

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Hancock Middle/Senior High School - WCPS

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Hancock Middle/Senior High School - WCPS

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Accomplishments:

*All faculty have been trained in implementing Universal Design for Learning practices into lesson planning

*All faculty have developed an understanding of the Mathematical Standards of Practice and the English/Language Arts capacities of a literate student

*All faculty members are knowledgeable of the WCPS plan for implementation

*All faculty members understand the literacy anchor standards for all content areas

Successes:

*English/Language Arts teachers have increased complexity of texts used in the classroom, along with implementing multiple reads of said complex texts

*Math teachers have made use of exemplar tasks that incorporate the mathematical instructional practices

*Teachers have incorporated STEM standards of practice into lesson planning

Resources:

*WCPS ELA Wikispace/OneNote notebooks

*MDK12/MSDE Common Core website

*Common Core website (corestandards.org)

*WCPS Math Wikispace

*Websites such as Pinterest, Teachers Pay Teachers, etc.

*Weekly Professional Development provided by Lead Teacher

*PARCC website

*MAP Testing

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Accomplishments:

Co-Teaching and Co-Planning during the reading block. Reading Specialists and/or the reading support teacher are co-planning with classroom teacher for one hour each week. Reading Specialists plan with the co-teacher they teach with and the RST plans with the general ed/special ed co-teaching pair. Everyone has a common 1 hour planning block to plan using the CCSC.

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In WCPS and our own school, departments independently have made varying degrees of accomplishments toward CCSS.

We as a school completed 7 out of our 10 outcomes from the 2012-2013 Transition plan. Our staff has a very strong awareness of the CCSS and the expectations for instruction. Professional development throughout the past year focused on all staff understanding the CCSS and how each content has a role in its implementation.

Resources that we have depended on include:

-Our Lead Teacher

-UDL staff development

-Returning to EEA lessons from both academies

-SS Benchmark writing pieces rewritten to reflect CCSS

-ELA revised booklist, overarching questions

-Science has included notebooking

-Math curriculum guides rewritten to reflect CCSS standards while still keeping a focus on MSA needs

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Accomplishments:

Successful parts of the Transition Plan

1. Professional Development with Steering Committee

2. Long range planning focused on the standards

3. Technology in GAFE (Google Apps for Education),evening blackboard training sessions

4. School based STEM leadership team

5. UDL- Universal Design for Learning

6. Bloom’s Taxonomy

7. Exposure to on-line websites

8. Parent smart pages for Math

9. Point of contact to collect quarterly data for STEM

10. Exposure to informational text- academic vocabulary

11. Answer text-dependent questions

12. Complex text

13. Write to source

Resources that were helpful

1. Staff survey after each Professional Development and at the end of the year

2. CAST- UDL- web-tools

3. Transition to the Common Core MDK-12

4. ELA Wikis

5. County Support Teachers

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Accomplishments:

Yearlong aligned and differentiated professional learning in English Language Arts, Mathematics, and STEM

·  Focus on Close Reading, Text Dependent Questions, Academic Vocabulary and Complex Text

·  Continued implementation of the Writing Framework/On-Demand Writing

·  Standards of Mathematical Practices evident in classrooms

·  Implementation of Mathematics MCCSC in grades K – 2 and G/T; fourth quarter transition units for grades 3 – 5

·  Engineering is Elementary curriculum instruction in grades 2 - 5

·  STEMified lessons created K – 5

·  STEM Night, Science Fair, Evening of Excellence

·  Collaborative Team Planning

·  Monthly PLCs to support RST/MST Module trainings

·  STEM Committee Meeting

·  CFIP

Resources

·  RST/MST Module Training

·  Professional Development grant to provide Collaborative Planning Opportunities

·  HCPSS Common Core wiki

·  MSDE Common Core website

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In mathematics, students in grades K-2 implemented the Common Core State Standards.  Quarterly full-day planning sessions were offered to each team to unpack the standards, identify resources, and collaboratively plan lessons.

In reading, we focused on incorporating TreasureQuest research projects to provide opportunities for students to improve their writing and research skills.

Schoolwide focus was on close reading using a variety of texts, articles, and expository pieces, incorporating science and social student to make cross curricular connections.

Schoolwide we increased students’ access to reading materials at their independent level throughout the day/year.

Implemented the Primary Talent Development ALPS program is K-1.

Collaborative bi-weekly planning with resource staff in both reading and mathematics at every grade level to implement the CCSS.

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Accomplishments/Completed:

*Full implementation of writing instructional model K-5 with additional school-wide reflection and follow-up

*Full implementation of ELA CCSS grades 3-5 and math CCSS in grades K-2 and transition units in 4th quarter for grades 3-5

*During staff meetings, our school focused on Close reading and text complexity with an increased focus on informational text/nonfiction

*STEM resources/lesson seeds developed for school-wide use

*Book closets created to support a unit based integrated approach for instruction in all grade levels

*Language Arts folders were reorganized and streamlined for all grade levels in order to collect and utilize data to drive instruction

*New materials were purchased to support instruction and provide resources for all teachers

*Teachers were given time to reflect on instructional practices and explore various web-based resources

Helpful Resources:

*Monthly RST/MST meetings provided teams with useful information and lesson ideas

*Howard County wikis for transition units and curriculum changes

*MSDE website for lesson seeds and information about Common Core

*Websites such as Pinterest, Teacher Pay Teacher, etc.

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READING

2011-2012

Modules well thought out

Some things the teachers already had in place as Best Practice

Made them feel good to see things they are already doing

In the intermediate grades, units were already written.

That allowed teachers to see how instruction was to look like.

We initially focused on Writing and a lot of focus on the Instructional Model of Teaching Writing.  There is eight genres of teaching writing which can be tight to fit in the schedule.

Worked to connect modules to other teachers and an effort to include special ed and ESOL. There was reaching out.

Paraeducator meetings were customized to offer an understanding. Some

paraeducators were providing interventions

The instructional models the county had written were helpful for teachers.

The Language Arts Intranet continued to develop resources

2012-2013

Reading took a step up and the Writing took a step back.

On-Demand Assessments were brought on. Teachers were comfortable with the Instructional Model from the year before.

The CC Reading Units were strong and gave intermediate teachers a chance to

implement rigorous text with close reading.  Gave them a sense of freedom to be more flexible with their groupings.  Saw an increase in discussion and writing integrated with discuss: reader response.  Teachers collaborated more together.  We focused on Collaborative

MATH

2011-2012

The Modules went well and were better received in K that year and then 1 and 2 the

next year.  Gr. 3-5 focused on the practices. They used the activities in all the grade levels; this was evident in walkthroughs and participation in collaborative planning.

Teachers started to implement Number Talks but much more thoroughly this year.

Looked what other resources and added to our hands-on materials.

In paraeducator meetings, the content was well received.  Most paraeducators were

supporting in math classrooms.

When K got the Modules, it was new and you were in the midst of it. Gr. 1-2 got to

implement some of the activities the year before.

2012-2013

This year K felt comfortable taking an activity and adapting it.

It was easier for Gr. 1-2 because they got the preview activities the year below.

For 3-5 if there is an activity we identify, Kendra can take the lead and offer

materials and a Make-and-Take. Now 3-5 have had two years of preview and it has been eye opening. Teachers realize that they are new to it too. They can take a step back and learn the content. Teachers took advantage of taking the resources and using them to help them understand the new content.

There were more teachers doing Number Talks.

The Collaborative Planning and Long-Range Planning were more effective.  We began to use more formative assessment which will help prepare for not having Unit Tests in CC in Math Gr.3-5  The Title I Folders drove an imperative for data artifacts.

When we had data discussions, we were able to dip into the value of formative assessments, discussions about grading (what does a W-1 mean?)

That same discussion happened when intermediate didn’t have a high stakes assessment going into the folder.

Discovered that a similar grading method benefits the team.

STEM

In 2011-2012, the integrated staff meetings helped raise awareness for ELA/Math and STEM.

2012-2013

This year the STEM PLC formed and met regularly.

EIE came on in Gr. 2-3

BRIDGES implemented cross curricular connection to Space

Science Night was a big hit, collaborated with Maryland Science Center.

Think about how to support staff with STEM ideas and things to integrate

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Staff ownership of the transition to Common Core.

Frequent, on-going trainings for ELA, Math and STEM

Science and Math Fairs shifted to a STEM focus design

Met all goals for school STEM Action Plan

Implementation of STEM Challenges throughout the year

Staff implemented CC math practices and lessons aligned with standards as ind. and teams

Resources that were helpful included: county created documents, pacing guides and planning guides.

Flip charts were very valuable.

School created a math practices poster

School created math actions plan and STEM action plan - related to School Imp. Plan

Edmodo site for ELA

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Accomplishments:

STEM: Science fair shift to STEM Focus with participation of all students, combination of Green School and STEM Committees, acquisition of materials to support standards.
.

Participation in school wide and county wide professional development opportunities including:

Math- quarterly LRP, 4th quarter Transition Unit, acquisition of materials to support standards.

ELA- Writing Matrix Units of Study incorporating content standards, use of Daily 5.

Completed Steps:

Provide instructional staff with the professional development needed to facilitate implementation of MCCSC in ELA, Math, and STEM.

Increased job embedded professional development during co-planning.

Resources:

Wiki

MST and RST

Transition Unit

Model Lessons and Units

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The Language Arts PLC looked at CCSC units and PARCC assessment information.  Special attention was given to argument writing and a focus on non-fiction texts.

The math PLC worked with the county's curriculum transition plan.  It focused on discussing what the specific standards mean and what underlying skills were needed for specific standards.

The STEM focus school-wide was developing STEM centric lessons.  There was a big push for developing the lessons in all content areas.

One of the main goals for the school was in successfully sharing information regarding EEA and CCSC, the team feels that it was done well.

One of the most helpful resources, other than those mentioned in the MSDE powerpoint presentation, has been the FCPS U Drive, which focuses on curriculum.  It has been kept up-to-date with information that was helpful land relevant as teachers worked with understanding CCSC.

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Exposure to STEM, math, and ELA standards and practices

Tried to incorporate STEM into instruction rather than making it an event work in progress

We have examined reading informational and disciplinary literacy standards and frameworks

The frameworks have been helpful.

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Accomplishments

-UDL Training

-Lesson Study

-ELA PD (text complexity, close reading, Writing - narrative, opinion, informational)

-Math K-5 standards for mathematical practices

-k-3 content standards full implementation

-4-5 NF

-Video and Pen Cast used to facilitate and monitor student and teacher learning

-Weekly collaborative planning with Reading and Math specialist

-Weekly progress monitoring with Student achievement specialist, Reading and math specialist

-Successful completion of SIT strategic actions

-STEM night

-Parent nights (common core parent training)

Resources

-UDL websites, professional texts, common core standards, SMP's, Pen Casts,

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STEM: STEM Fair, STEM Family Night, STEM Day with Rube Goldberg emphasis, Enrichment Fair with STEM focus, Career Day with STEM based professions, technology class and media class co-teaching with multiple disciplinary focuses

Math CC:Full implementation in primary and G/T math classes, grade 3-5 implementation in fourth quarter, selected new math series to support common core, MST support, pilot new series, use of math journals and word walls

ELA: Full implementation in grades 3-5, daily 5 awareness and implementation, grade 1, 3, and media, RST sessions, CFIP using On Demand Writing, integration of reading into content

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The math and LA departments implemented Edmodo websites to share resources among the teachers inhouse.

Mathematical practices were provided to all staff to refer to in their classrooms.

Professional development sessions were held on Math CC, LA CC, STEM and Global Scholars.

We held PLCs on how best to implement common core lessons in the classroom.

Every teacher in LA has taught a CC unit.

Math focused on teaching targeted CC units.

LA teachers utilized verbal discourse throughout their instruction.

We held literacy circles to focus on text dependent questions, close reading while increasing rigor.

We used Global Scholars to identify needs and drive instruction.

We followed the FCPS transition plan.

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Professional

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Overall the RST/MST module trainings provided useful and effective information. The primary transition to MCCSC was an a success. As well, the intermediate grades developed positive discussions on the changes to the ELA curriculum. Staff at IES have been attending STEM workshops and presentations to promote their awareness of STEM since 2010-2011.

The biggest resources which we found most useful was the HCPSS Transition to the CC wiki and the time given to explore this and other resources.

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What accomplishments have you had in transitioning to the Maryland common core and STEM Education over the past to years?

In 2011-2012 we have created the cultural foundation to shift to the common core including the emphasis on collaborative teams such as English 9, American Government, Special Education among others, and meaningful staff development. A STEM initiative was created including a STEM Leadership team, and an effort to transition from a science fair to a cross-curricular STEM Fair. Efforts were also made to enhance critical thinking, questioning and the application of blooms taxonomy.

In 2012-2013 the foundation created in 2011-2012 were implemented by focusing on the common core during staff meetings and professional development; Authentic common core lesson examples were provided to teachers; various teachers attended curriculum meetings and common core conferences; teachers identified and implement common core elements in their lessons.

What parts of tour transition plans have you successfully completed?
The majority of the strategies in the Professional Learning Plan were fully implemented.
The following should receive further attention: A initiative to provide evidence of transdisciplinary STEM learning.

What resources have been helpful in your transition?

Materials from previous EEA meetings and lesson seeds from the Common Core website. Staff guidance and resources from leadership team such as curriculum initiatives, staff development and “New Lions” team and curriculum based professional development.

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What accomplishments have you had in transitioning to the Maryland Common Core and STEM Education over the past two years?

Common Core
• ELA quarter PD modules for the last two years
Writing and reading together
Grades K to 5 implementation of writing
Use data from feedback forms to modify writing matrix
Clear understanding of reading standards
Use informational text on a more regular basis
Exposed teachers to County and State resources, wiki
• Mathematics quarter PD modules for the last two years
-Understanding and implementation of the Mathematical Practices
-Understanding and implementation of Mathematics Content Standards
-Math Talk Videos
-Math Routines
-Planned and implemented 4th Quarter Transition Units

STEM
-Staff PD – hands on activities
-STEM Night for Bridges and Title I
-Grade level STEM units and activities
-STEM integrated into all content areas
-STEM Grade-level PD
-STEM Committee
General
-Long Range and Weekly Collaborative Planning
-Classroom Focused Instructional Process (CFIP)
-Common Core Nights
-Back to School Night – Common Core Info Session

Which part of your Transition Plans have you successfully completed?
All grades have Common Core writing in place
Grades 3 to 5 implementation of Reading Common Core Standards
Grades K to 2 awareness of Reading Standards
All grades have implemented the mathematical practices.
Grades K to 2 implementation of Math Common Core Content Standards
Grades 3 to 5 awareness of Math Common Core Content Standards

What resources have been helpful in your transition?
HCPSS Common Core Wiki
Cradlerock Wiki
HCPSS Elementary Mathematics Common Core Wiki
HCPSS STEM Units
Maryland State Common Core Website

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Tweetable:

Staff awareness and experimentation shows preparation for moving forward to owning and advocating in years 3 and 4 of the transition. #Ready for CC

Accomplishments: School-wide awareness of the Common Core and the Transition Planning objectives. Professional Learning Plans aligned with the Transition Plan. Educator readiness reflects awareness, experimentation and a level of preparation commensurate with moving forward to owning and in toward years 3 and 4 of the transition. Successful Implementation: -Successful full-staff experience with use of Student Learning Objectives to measure student growth aligned with CC Objectives (e.g. Argument Writing, formative/summative assessment, discipline literacy, etc.) -Second year of Transdisciplinary Teaming model supportive of collaborative teaming and deep reflective process essential to teaching and learning. -Strides in the area of using metrics to measure student growth (CFIP, SLO etc). Resources: UDL and Technology; Professional Learning Plan lead by IIT; Collaborative Planning through TDT (Transdisciplinary Teaming) using CFIP data protocols; training in the use of data collection with resultant Patapsco Wiki resources for self paced instruction; various wiki resources (math, CC, etc.); use of GAFE to encourage collaborative planning, resource sharing, and data collection.

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Transition Plan Review

·Accomplishments: school is between try it and own it; all goals were accomplished
·Resources: still need more support in STEM

·Action: continue to show staff integration with STEM on both grade level and
whole staff level

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Mathematical Practices PreK-5

Implementation of Common Core Math PreK-3

Math Transition Clusters Common Core 4-5

Implementation of Common Core ELA K-5

ELA, STEM, and fine arts teams participated in professional
development and implementation of close reading, the use of text dependent
questions, and writing to source.

Professional Learning Community book study on Pathways to
the Common Core

Explored PARCC website and resourcesUniversal Design for Learning

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Continued implementation of CC has been successful

ELA and Math teachers are practicing all Common Core that has been released by MSDE and FCPS.

GS data is analyzed to focus instruction

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*Math-General education of staff -Fall 2011, Intro SMP and development of SMP activities Fall2012, CC-type activities in Honors Geometry 2012-2013, Curriculum writing team in math,

*PARCC assessment item training, faculty meeting spring 2013

*Next Generation Science standards presentation, spring 2013

*Staff awareness and use of CC a spart of professional culture via work through PLC's,

*STEM lessons more reflective of inquiry-based lesson structures

*PLC structure supportive of CC implementation and collaboration

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Accomplishments - Full staff implementation of argument writing, explanatory writing, reading complex texts and SMP.

Successfully completed - most areas completed; limited by delays with curriculum management system and PARCC.

Resources - EEA activities provide good initial exposure. More examples have been provided by HCPSS curricular areas which have allowed our staff to effectively support the staff in the transition.

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Accomplishments

Full implementation of Core Curriculum for mathematics - primary, ELA- intermediate

Successful parent training to gain understanding of Core Mathematics

Increased awareness of STEM

Journals for writing portfolios

Benchmark assessments

Data Collection

Data Talks to target and plan for instruction and interventions

Balance of informational and literary text exposure

Increased time spent reading and writing

Use of writing matrix/units

STEM Night for families

Team Engineering Challenges

Technology teachers implemented 2 STEM units for grades 2 & 3

All components of our Transition Plan completed except: Knowledge of PARCC Content Frameworks and Modifying content unit to infuse literacy standards

Helpful Resources

Long Range Planning Sessions (mathematics office)

DQIE training through Special Education Dept

Math Wiki

MST modules

TDL modules

MSDE website

Data available on line

Daily 5 session

Math Talks training

Engineering is Elementary STEM lessons (Ho Co created)

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Accomplishments

-RST and MST were very helpful with the transition of Common Core with providing resources and materials.

-Data collection

- Writing matrix

- Evening programs for our school community

Wishes

-We need additional support for a variety of reading materials, PARCC, CFIP and content.

-PLC for future PD

- Cross curriculum connection to Common Core

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Our accomplishments in the transition to CCSC and STEM Education include:

Faculty-wide recognition of standards of practice and of
changes and shifts in content areas

Use of sample lessons/units that support educational shifts
in STEM, ELA, and mathematics.

Reduced apprehension related to changes and anticipated changes

We have successfully completed the following parts of our
Transition Plan:

Faculty are able to articulate new standards of practice and curricular shifts.

Faculty have started to create new and modify existing lessons and units to align with CCSC and STEM standards.

The resources we found most helpful:

Electronic presentations created by MSDE and FCPS curriculum offices.

Active participation and guidance from curriculum specialists and STEM coordinators.

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Some PD on math practices. STEM was event based. CMS was not available for PD during 2012-2013 school year. County provided some notes for units in math.

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Transition Plan Review

accomplishments:  between try it and own it; goals accomplished

resources:  need more STEM

action:  STEM training--tie in with MSDE--whole staff vs. grade level

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·        2011-2012to 2012-2013 the teachers and staff have moved from general understanding of the Common Core to specific implementation

·        STEM/ Humanities blocks full implementation

·        content meetings with Math and ELA resource teachers were helpful to grow teachers content knowledge

·        more student directed and teachers more as facilitators

·        resources that were helpful: STEM standards of practice, PARCC website, Smarter Balanced, progression documents from Bill M., McDaniel College STEM cohort

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Ballenger Creek Elementary
Accomplishments - Through PD staff was made aware of changes in ELA, math and STEM. Extensive PD regarding instructional shifts and resources. Ext
Plan - We successfully completed our whole plan except PARCC and the state management system due to resources not being available yet.
Resources:
- FCPS created quarterly planning guides
- global scholar
-FCPS EEA meetings
- 2012 EEA State meetings
Maryland Consortium for Disciplinary literacy
-Text Complexity Raising the Rigor by Fisher and Frey
- Boston Public Schools Website
- Reading Teacher journal from IRA
-Follow-up webinars from the state

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Staff have received the big picture information for each content area.  Staff are succcessfully implementing the Common Core curriculum through MCPS' Curriculum 2.0 in all grades.  We are continuing to work on integrating STEM.  We need more training and resources in this area.

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All teachers have been presented with Common Core, Salient 5, PARCC information. There is a sense of familiarity with what is to come. We were successful at completing the understanding of the concept of close reading, modeling of best practices, along with sharing limited resources that were available. Having a county transition plan was the most helpful

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Grade level teams meeting with the MST and RST to help implement and to become familiar with CCSC. STEM activities were evident throughout the school at every grade level throughout the year.

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- Provided support/professional development to staff for CCSC transition

- All grades used writing curriculum/on demand writing/language arts folders

- Focused on close reading/ text dependent questions

- Piloted Common Core Ready ELA workbooks in grades 3, 4, and 5

- K-2 implemented CCSC math; 3-5 used Q4 transition units

- STEM workshop/STEM Day/STEM professional development for paraeducators/all grades implemented STEM activities

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Grade level teams met to unpack ELA and Math Curriculum.  County based writing PD was shared. Wor

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- Modules presented by RST's and MST's exposed us to the HCPSS materials for instruction.

- We created the PLC's to help us collaborate and explore resources to implement Common Core and STEM

- Implementation of CFIP allowed us analyze the data n order to more effectively provide instruction.

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Tried to incorporate as much UDL into our ddaily lessons

STEM--making cross-curricular connections

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·         Electronic resources such as edmodo, ipads, smartboards, and mobile labs facilitate online research and posting of writing assignments for all concentrations areas. ·         Common Core aligned textbook resources enables students to master skills on which they will be assessed on the standardized tests. ·         STEM Fair projects that give students practice and a grade for reading, math, and science disciplines that fosters collaboration and interdisciplinary connections and prepares students for college level research. ·         Independent practice and reading such as our BOB/Monthly novel program encourages students to continuously apply skills learned in the classroom.

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Math-modules helped teachers use common language, become familiar with the wiki, understand the meaning of the standards, embedded mathematical practices into instruction, and promote collaborative long range planning. Reading-implementation of reading units, modules, and long range planning to focus on close reading, complex text, text-dependent questions and academic vocabulary. Writing-implementation of on-demand writing assessments for all grade levels focusing on the three areas of writing.

STEM- EIE units, STEM Fair, Robotics, Mindtools and ongoing staff professional development.

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• Math/ELA PD provided by RST/MST allowed staff to fully understand CCSC.

• Incorporated use of complex text and allowed for successful implementation of flexible groupings in reading

• Math quarter 4 transition units allowed teachers in grades 3-5 become more comfortable with the curriculum for next year.

• We created and utilized STEM lessons in grades K-5 several times during the year and during technology units.

• Strategic integration of content areas across the grades.

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Over the last two years, CSLC has embraced the Common Core standards.  We researched, designed and implemented effective modifications and adapatations of the Common Core to meet the needs of students with moderate to severe disabilities.  Effective resources include MCPS Standards Based Teaching and Learning professional development, MCPS Instruction Center, teacher research and PLC collaborative planning.

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Accomplishments:

We were to able to accomplish familiarizing staff with content literacy standards and engaging students in reading complex text as well as writing explanatory and argument pieces through ELA and content teams.

Math teachers utilized UDL lessons and worthwhile mathmatical task for instructional purposes while engaging students in the SMPs. Teachers helped students become familiar with the standards and language so that students were able to exhibit mathmatical behaviors.

STEM/ UDL professional learning was provided monthly for all staff and all students. All students were given opportunity to participate in STEM lessons, units, and activities.

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This was our school's first year so we don't have a transition plan. We use the Montessori curriculum and have worked all year to align this to the Common Core.

Reading: We have found we are closely aligned already to Common Core. Our students have good discussions about reading and writing which is shown through our data.

Math: We have found this to be a difficult year for math. With new teachers who are also new to Montessori, there was confusion with curriculum and alignment was not as easy. Our kids love math but we are finding the need to incorporate more discussion, variety, problem solving and attack skills, more writing, more discourse and more small group instruction.

Stem: This is naturally part of the Montessori environment. On a typical day children ask questions and are guided to create their own solutions in the classroom.

Planning for Future:

Each team will develop a SMART action plan focused on math improvement. We will encourage teachers to use these plans to build in small group direct instructions including math attributes discusses above. These plans will be aligned to our Action Plan for Continued Student Growth and further tied to teacher SLOs.

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Leaders understand and know much of the CCSC!

Way it was rolled out with K-2 math and 3-5 reading

Transition from the scuptic feeling into embrasing it!

Modules were helpful

Intermediate:  using transition units helped but also showed that we need more content knowledge!

Standards of the early learning with the Mathematical Practices.

Human Resources:

RST/MST, Reading and math teams,

Long Range Planning a must.

School wide dedicated to weekly collaborative planning

Implementation of the Daily 5 and Book Whisper strategies

Other Common core resources:  Pathway to the Common Core

More use of the lending library

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ELA:

Professional Development Time with ELA Specialist on text complexity, text dependent questions, writing types, close analytic reading, and balancing text types.  We also have created writing stages to measure student growth using Common Core State Standards.  Will use the toolkit once it is available.  In addition, we have been working on the integration model with Humanities.

Math:

We have implemented the Common Core State Standards in grades K-3 and will use them for Grades 4 and 5 for the upcoming school year.  Using the standards of mathematical practices from K-5 and building student comfort level with these practices.  We have had collaborative planning and professional development on implementing the CCSS and have utilized the wikki space for Common Core Fractions.

STEM:

We have implemented the Engineering Units in K-4 and 5th Grade did four Design Challenges as part of the STEM Cohort.  We have had professional development of the STEM Standards of Practice.

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We believe we've addressed most of what was on last year’s transition plan, especially with hands-on applications and teacher collaboration and planning. Some highlights are: kindergarten vernal pond, afforestation tree planting, composting in cafeteria, quarterly meetings with resource teachers, PDSA, grade-level planning with STEM coordinator.  Also, we are at the beginning stage of integrating Social Studies into ELA, and we’ve worked with county resources to increase teacher capacity in the areas of phonics, writing, and use of SRI data.

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In our building we feel that our staff has been successful obtaining knowledge of common core framework, standards, and ever increasing internet resources.  Professional development of K-5 mathematics by grade level, and ELA concepts of integration of content, close reading, and opinion writing have increased common core standards of practice in both areas.  PARCC and CCSS website, county curriculum documents, STEM and math standards and the teacher observation system have been useful resources in the transition.<br>

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Accomplished our goals for the 2012-13 school transition plan.

Provided thorough awareness to provide professional development for staff.

Provided and demonstrated each of the 8 math practices.

Discussed text complexity and the integration of the CCSS for ELA.

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The staff at YSES recognizes that shifts in instructional practices are necessary as teachers strive to understand the new standards.  An increase in the use of manipulative, human resources, and technology have assisted in the shifts in instructional practices.  There is an increase focus on
transdisciplinary practices.

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The mamathm

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Meeting as grade level teams helped us work together to learn about the new curriculum and plan for instruction.  Our Math and ELA Resource teachers lead the process at RUE. ELA, Math, and Humanities have had a successful beginning implementation.

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We have built a global understanding and begun implementation reflecting the instructional shifts of the Common Core and STEM education. Both county and state resources provided useful models and lesson planning tools.

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We have had excellent success with argumentative writing throughout the school.

We have had a STEM "gallery walk" displaying STEM lessons.

The transdisciplinary activities are coming together.

We have accomplished most of our 2012-13 Transition Plan.

Both resources from state/county have been helpful.

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By setting realistic goals and having direct staff development in training and collaboration, there have been noticeable improvements in planning lessons and in direct student achievement.

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Accomplishments - Successful Implementation of the CC in the areas below

Successfully Implemented - Math Honors, variety of STEM product, 8th grade CC ELA implementation, Argumentative writing in all 3 levels in 6th, 7th, and 8th grade.

Resources - Supervisor guidance, MSDE STEM resources online, Common Core Curriculum

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1. Professional Development from the English Dept. has been successful. We have developed multidisciplinary training in a cross-curricular setting.

2. Through faculty-wide professional development, all faculty have an understanding of the MCCSC framework in Reading, ELA, and Mathematics.

3. We have included argument writing effectively across curricula.

4. We are ready for implementation of math standards, essential skills, and knowledge.

5. We need to refresh our school-wide understanding of the MCCSC framework.

6. We need to provide additional opportunities for close reading activities other than English.

7. We need faculty development in close reading strategies.

8. We will continue with our school-wide STEM activity and explore community resources for STEM.

9. We need additional professional development on Maryland State STEM Standards of Practice.

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For 2011 - 2012 and 2012 - 2013 school years, we have accomplished nearly 100% of our goals on our Professional Learning Plan with high integrity. We are fortunate to have high staff investment and collaboration. Our staff was supported by strong school-based, system-wide, Maryland state, and electronic resources.

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Accomplishments/Completion:

* We have achieved school wide implementation of writing in every discipline with a focus on argumentative writing.

* Hosted a successful STEM night.

* Covered UDL concepts and offered a separate UDL study group.

* Introduced curriculum tool kits.

* All disciplines have been introduced to STEM standards and have been exposed to writing STEM lessons.

* Completed lesson plan rally table with specific components in completing a common core lesson plan.

Resources that were helpful:

* UDL website

* MyBigCampus

* Foundations For Teaching

* PARCC online

* Maryland Learning Links

* Common Core App

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We have accomplished everything that we have set out to do in the beginning stages of implementation for the new Common Core Curriculum.  These include:

Professional Development for Math and ELA

Infused the Standards of Mathematical Practice into ALL Classroom

UDLTrainings

PARCC Updates and Workshops

CCSS Curriculum Writing/Designing

Curriculum Implementation for Math and ELA and Content Literacy in Social Studies & Science

SLO - Writing/Developing and Piloting

STEM – Projects and Lessons

Resources that have helped with implementation:

UDL Wheel

PLC

Piloting text books

PD opportunities

Website exploration (PARCC, CAST)

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Accomplishment:

1) All six Language Arts Teachers have implemented the County developed Common Core units during the 2012-2013 school year.

2) We held a very successful STEM night, and a very successful Career Day at our school. Teacher awareness of what STEM is and how to use it in the classroom (engagement, problem solving, etc.) has been taken place.

3) Math has used the transition curriculum, reviewed and created resources, County provided support to help teahers understand curriculum.

4) Successful implementation plan, the continual dig deeper is good.

5) County developed EUA unit, County provided teachers what they needed, Math - County transition curriculum, Dan Myer videos, STEM collaboration at County meetings.

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Accomplishments- Staff is familiar with Common Core State Curriculum and have begun implementing lessons in particular subjects. Staff is familiar with Math Standards of Practice and STEM lessons, as part of our transition plans for 2011 and 2012.

Staff have begun implementing UDL practices and several staff completed SLO Pilots.  Staff have successfully implemented argumentative and narrative writing pieces into their lessons.

UDL  resources and Math and STEM Standards have been  useful in our transition as well as our new curriculum additions to our ELA and Math Content areas.

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We have accomplished many of our goals including: completing a regional writing PD;  Conducting weekly meetings with our math and ELA Specialists to learn about the CCSC; Team collaboration to to kearn about the CCSC; SLO Pilot was successful in easing teacher anxiety (high percentage of participation).