*STEM- accomplished a great deal in 2011-2012 due to the fact that we had a school-based tech position; held a STEM Fair- community involvement; Professional Learning community was established; 2012-2013- staff attended conference on inquiry and presented lesson to full staff on inquiry; utilization of GAfE with staff and students; partnership with NASA, students developed arguments to submit their mission for the opportunity to be reviewed by NASA for possible flight to International Space Station; after school robotics program- two teams competed at local competitions

*ELA- PD on close reading, disciplinary literacy, text-dependent questions, reviewed argument writing; introduced explanatory writing; PD team provided individualized support to make sure staff needs were being met; overall staff implemented at least one literacy initiative within their classrooms.

*Math- PD on mathematical practices in all content areas; all staff included mathematical practices within their content areas; ongoing PD with math team; time spent on new curriculum and understanding the shifts in the curriculum;

*Misc.- Collaborative Planning (CFIP); focus on instructional strategies;

Helpful Resources during the transition:

*MSDE documents from previous EEA's; Central Office support; Transition to the Common Core Wiki created by HCPSS; School based professional learning team- includes MIST, Reading Specialist, Media Specialist, Special Ed ITL, Administration; teacher rep

PD – STEM activities that are content specific have been presented to the entire staff.

PD – was restricted two years ago. – need to add faculty meetings with common core lessons presented by disciplinary departments, analysis of the CCSS, Walk-throughs can come in handy to make this happen,

Introductions past two year – updates on the common core state standards, and PARCC

Math and English have done TLC/PLC strategies to understand and create lesson plans

Used UDL to support the new changes

PD – on UDL last two school years

Leadership team to UDL training at McDaniel college and developed a PLC/TLC on this concept

Implemented pilot year of lessons in all content areas in the school.

Possible to focus on common core state standards in walk-throughs and Observations, “gotcha” ????  

English curriculum has been adjusted to reflect common core

·Regular prof. learning on standards and
practices

·Teachers shift with understanding of formative assessments
and their uses in math and language arts  and use to drive instruction

·Math intervention team coached teachers this
year rather than student intervention-helped to provide one on one information
to teachers

·All teachers including specialists receive training
on Core

*Progress meeting allow teachers to analyze data differently and create goals

·Transition in math problem solving is in progress- starting to
look for strategies for student use

·Teachers starting to make decisions and
problem-solve with the core language and documents/ way the classroom looks is
shifting and schedule of the day

·Risk-taking is increasing and making their blocks look different – less scripted and more cohesive planning and teaching

·Staff presents what they have done and this increases risk-taking

·Global Scholar has allowed teachers to look at skills and student concept attainment and
grouping in different ways- not  just reading level

*School Improvement Focus on Key Ideas and Details- using the language of core and teachers and students were becoming familiar with an important part of comprehension

What Resources have been helpful??

·Scope and sequence for math on how to move through the standards strategically

·ECM to help connect children to technology

·At A Glance document- mathematical thinking document
·Mathematical thinking journals- school created

·Vocabulary books for math- school created

·Salient 5 information and discussion- staff development focused on how to use in math instruction

*Global Scholar- data reports and looking at different areas

*Language Arts Pacing Samples have made it more manageable for teachers

* Money from the county to use for Subs for half day training  for teachers to understand Core concepts.

Training from the couny for reading and math specialists

Lesson development, collaborative planning promoting shifts in curriculum have occurred

Argument and Explanatory writing has been implemented across all content areas using teacher and county created/approved rubrics.

STEM and disciplinary literacy teams have been created and infused throughout daily lessons

Math team has successfully implemented the CCSC worthwhile mathematical tasks and the standards for mathematical practices

Data collection and analysis were implemented and reflected upon for improvement for the upcoming 2013-2014 school year

Language Arts:

Prek - 2 – Full implementation of Larts throughout the year
following FCPS curriculum support

Grades 3 – 5 Explored Key Shifts, particularly: Close
reading & Text Complexity

Planned and held two professional book studies: one on independent reading (building
reading endurance) and Writers Workshop which both support Common Core best
practices.

Classroom independent book libraries were leveled based on
lexile levels. Shifted intermediate
intervention services to be more aligned with CCSS.

STEM/Math 

Prek – 5 -  Made staff
aware of STEM practices through Professional Development, wrote and secured a BYOD and Wireless
Technology grant, held a STEM Club, Maryland Math League Club, will be piloting
Discovery Education Tech Book in grade 4 using a project based approach and “homeroom”
only schedule to facilitate transdisciplinary approach to instruction.  Departmentalized approach to grade 5.  Professional development from our Technology Resource
Teacher.

Weekly, sustained professional development and teacher
professional development days supported the EEA goals in Language Arts, STEM
and Math and use of Global Scholar to make data driven decisions.

Created an Instructional Technology Lab.

Unpacked the curricular resources and held collaborative
planning.

Parent Involvement opportunities: Math Night ,
Literacy Nights and STEM Night

- MCCSC:

- Indoor/Outdoor Environmental Education

- Science and Social Studies focus on Argumentative Writing

- Math followed MCCSC as provided

- Use of MCCSC objectives

- Students developed awareness of Standards for Mathematical Practices

- Science teachers participated in the Vernier Probeware Professional Development

- Math teachers participated in the Math Gatherings for Professional Development

- ELA focus on the use of text dependent questions, writing to source, close reading, complex text, group discussion

- ELA team shared successful strategies and resources during regular meetings

- STEM:

- STEM Enrichment Evening Event

- After-school Enrichment: Robotics Club, Simulated City Engineering

- Outdoor/Indoor Environmental Education Programs

- STEM Poster Contest

- NCTAF/NASA Scientist Collaboration

- Teacher participation in summer STEM Professional Development

2. Transition Plan success:

- Kick-off Professional Development in August

- Literacy Team established

- Ongoing literacy/math professional development through tips of the month and workshops

- Collaboration between ELA and Social Studies teams to focus on implementation of new writing standards

- STEM Night

- CFIP/ collaborative planning

- Continued professional development in Disciplinary Literacy

- NCTAF/NASA Scientist collaboration and lesson plan development

- Maintained use of writing folders as a reflective tool by students/teachers

- Engaged students in close reading, use of academic vocabulary, reading complex text

- Implemented lessons to elicit desired student behaviors as defined by Standards of Mathematical Practice

3. Helpful Resources:

- Curricular office support

- Central Office/School-based Literacy Team

- Technology based resources: MCCSC Wiki, online workshops, Edmodo, EEA Toolkit

- School-based peers/colleagues

Accomplishments:

Students’ understandings of ELA standards were strengthened in the intermediate grades. Teachers are trying new things and supplementing the Treasures resources with other resources in order to meet all standards. Teachers began using different types of assessments, focusing on developing rigorous performance-based assessments for students (especially without quarterly assessments).  Teachers performed well with new expectations and are excited about learning more about how CC can help all students achieve.  Our teachers learned about UDL and how this approach to teaching can help to access all learners.

Transition:

August 22^nd inservice was completed with staff members. RST and MST monthly meetings, much of reading materials/lessons were linked with cross curricular subject matter including Social Studies and Science topics. Teachers attended professional development that focused on text complexity and close reading, as well as looking at student samples across the grade-levels identifying key differences, similarities, and how the writing should build over the years. Teachers were exposed to the STEM standards and

Many writing activities combined ELA standards and the Science, Social Studies, and Health objectives. In terms of STEM, our teachers were exposed to the STEM standards of Practices and began thinking about how STEM standards can be applied in their grade levels. STEM Night provided teachers, families, and students with STEM standards-based activities. Our school conducts grade-level data meetings across all grade levels and different departments. In terms of the new types of assessments, teachers are becoming aware of students’ deficiencies and are looking closely at how to help students ultimately become successful in the future.

Helpful Resources: Math resources (provided by the Wikis for Primary Grades), Mastering the Basic Math facts (book by John Sangiavani), Heavy use of number talks in Primary Grades,

We have been able to build weekly professional development for teachers during our PIP time to ease the transition. Content planning has been utilized to focus on disciplinary literacy specific to each content. We have utilized support staff effectively to support teachers through the transition without undo stress and panic. Technology use has been increased among staff and students to access resources and embed in instruction.

Successful implementation of the transition plan:

* Ongoing weekly professional development was provided to every staff member

* Disciplinary literacy team received and provided professional development to staff

* Collaborative planning was infused into our weekly PIP schedule to enable time to create common formative assessments to make decisions to inform instruction

* Collaboratively created a team look-for document to reflect teacher behaviors and student dispositions that are in line with the Standards of Math Practice

* Students engaged in experiences that encouraged students to read closely, use academic vocabulary, answer text dependent questions and read complex text in order to write to a source

Resources that have been helpful in the transition:

* Curriculum office support has been critical including the resources for modules, the math common core wiki, edmodo sites, math gatherings, workshops on UDL, and other resources

* Technology training and support

• 2012-2013 portfolios reflected complex text, argument writing across the curriculum; teachers are starting to understand text complexity and close reading

• standards for math practice; standard 2- gourmet lessons

•started to implement PARCC- like assessments (teacher and student practice)- feeling ahead of the game

•staff receptive to CC and changes

•math dept staff have gone above and beyond to receive PD

•pleased with the increase in writing

ªSTEM team met

Completed aspects of TP:

•professional development

•PIP time focus: student growth and lesson planning

•collaborative planning days

ªintegrating UDL

•STEM team met and worked on infusion of STEM and UDL

•incorporation of engineers into instruction and after school programming

•use of standards of math practice "look fors"

•increased analysis of CFIP data

Helpful resources:

•on site MST

•Central Office folks coming to deliver some messages during PD sessions

•grant for collaborative days

•UDL checklist resource

•CC Toolbox

•EdMoto; HCPSS secondary math wikispace

•First week PD re: CC infusion and UDL

- FCPS has developed its own curriculum and uses math resources including Go Math and Equals Math

- Utilizing the States Pre-K curriculum guidelines

- FCPS provided guidance of CCSS in units and assessmentts; also PL

Professional learning has occured in ELA and full implementation at all grade levels

- related to IEP and alt-MSA goals

- written with resources and quarterly sequence of CCSS with linked resources

All resources and curriculum are accessible on the "U" drive

- School and Faculty has embraced CCSS changes including STEM-related activities and practices

County professional development, resources, and local LEA EEA trainings have been very helpful.

Transition Plan - FCPS CCSC transition plan was practical and easily implemented, local EEA sessions helped to manage information, communication flowed two-way between schools and CO staff

Resources - FCPS transition plan, webinars, FCPS specialists meetings 

-Close reading, argument writing, text dependent writing and explanatory writing processes have been implemented through our professional learning teams supported by the Towson Professional Development School Partnership.

-School-wide awareness and exposure to STEM based career paths and experiences, mathematical standards and literacy capacities through professional learning teams.

-STEM activities have incorporated all stakeholders, including parents, community members, business partners, staff, etc.

-Creation of STEM leadership team with representatives from the various content areas in charge of creating school-wide opportunities and experiences for students and staff.

COMPLETED TRANSITION PLAN COMPONENTS:

-CFIP has been introduced to the staff and several teams have been implementing the process.

-Professional Learning teams have been utilized to inform the staff regarding disciplinary literacy, STEM initiatives, Standards of mathematical practices and capacities of literacy.

-Staff has been familiarized with PARCC assessments.

-Disciplinary professional learning teams have been established within content areas to implement common core curriculum through Danielson Framework with PARCC assessments.

-ITLs and literacy team attends on-going professional learning development opportunities.

-Successful implementation of PIP with all staff participating with action plans and goals related to the school improvement process and transition to the Common Core.

HELPFUL RESOURCES:

-Danielson Training

-HCPSS SLO resources

-HCPSS Math/English wiki spaces

-HCPSS Content wiki spaces

-MSDE resources have been utilized and disseminated to all staff

Completed Transition Plan Components

Helpful Resources

Resources: need to spend time examining sample PARCC assessments, need to focus on increasing rigor along with providing scaffolding and using good data collection strategies, materials from CO and Achieve the Core.org were helpful. Still need greater variety of times/places to deliver PL. Could use more PD time to examine new curricular materials. Have probeware and access to tablet for all student next year due to technology pilot. Need more attention to STEM activities in the classrooms- authentic problem solving. Would like more opportunities for parent/community STEM activities. Used math wikkispace, monthly math gatherings with county, edmodo, and UDL. Need to creat more PARCC-like assessments for students.

In STEM, all staff has been trained on Maryland STEM standards of practice and Project Based Learning.  One of our sessions for Extended Learning included STEM groups that engaged in STEM units of study and Problem Based Learning.  In the summer of 2011, students were invited to participate in a STEM summer program and engaged in Problem Based Learning and STEM units of study.  A select group of students participate in the Young Scholar Program which began in the summer of 2012 and has continued to the present.  This program hand selected students for enrichment opportunities through a Problem Based approach. 

In Math, all grade levels engaged in professsional development including the CC math practices, FCPS resources and electronic resources that support the standards.   All grade levels have fully implemented the CC math standards after extensive work in examining and unpacking the standards.  Through the data team process teams created common formative assessments based on the prioritized standards. 

The county transition plan and the county EEA sessions have been beneficial in the transition

Math accomplishments- Staff has received professional development and resources for the Standards of Mathematical Practices.  Team directed professional development was delivered by Math Resource teacher on CCSS curriculum revisions/updates.  Teams were provided with professional development resources appropriate to the content needs of each grade level.

ELA accomplishments- Staff received professional development on the Capacities of a Literate Individual, Close Analytic Reading and Text Complexity.  All teams received professional development on county curriculum revisions aligning to CCSS in ELA.  Grades 3-5 teams received professional development in new writing rubrics aligned to CCSS and PARCC rubrics.

Math - We looked at UDL. For the practices, we created kid-friendly words. We looked at the progressions for the domain: Number and operations in base ten across the primary grade levels. We examined the MSDE unit lessons, plans, and seeds that were created last summer. We continued to unpack the content standards for each grade level per quarter. We shared the PARCC prototypes with our school SIT team.

STEM - We looked at the practices and introduced planning STEM Centric units using Science curriculum to grade level teams.

Using transdisciplinary instructional practices/planning when appropriate. 

Several teachers are participating in the STEM Cohort and are learning to plan and instruct using the STEM Standards of Practice and the Engineering Design Process. 

Mathematics PD to support implementation of the CCSS for K-3 teachers using CCPS curriculum. 

ELA PD to support implementation of CCSS for K-5 teachers using CCPS curriculum.

Lesson Study, coaching, co-teaching using UDL framework, and progress monitoring to plan and implement lessons aligned to the CCSS.

SPIN (Student Parent Information Nights) were started weekly to help parents learn how to support their children and their own understanding of the Mathematical Practices.

Math - Changing assessments to model PARCC

STEM - staff created a STEMcentric lessons using CCSC standards

Several professional learning opportunities to inform staff and began the ownership process

The MSDE and FCPS created resources were a big help

Members of the EEA transition team are awesome!

Literacy specialist is a huge support

Tech support is a great way to have STEM incorporated into all curricular areas

Math PD has focused on standards of practices and the resources provided. We have explored the shifts in curriculum changes across grades K-5. We have used some PD time to take a look at the online resources.

We took a look at the STEM practices of what a STEM proficient student looks like. We also explored online STEM lessons.

Math teachers have become aware of the new requirements necessary to implement common core curriculum such as math tasks, creating situations that challenge students to find different approaches to solutions.

Language Arts teachers are aware that closes reading strategies and text dependent questioning.  

Transition Plans sucessfully completed: Staff has been in-serviced on   STEM standards, ELA standards, and Math.

Helpful resources: UDL, curriculum management system, MDK12.org (language arts unit plans), PARCC resources, FCPS county resources, FCPS STEM resources

- Professional Development given to teachers

- Teachers are aware of the language of the CCSS

- Implementation of the Writing units (increased rigor)

- K to 2 Teachers learned how to "pull" a concept and develop it throughout the year

- Flexible Grouping within the classroom

Completed:

- The HCPSS ELA Units

- Modules implemented throughout the school year

- Writing Assessments

- Writing Instructional Models consistent from K to 5

Helpful Resources:

- Math and ELA Wiki pages

- Fosnot Kits for mathematics

- Learning Communities (Teachers collaborating and working together)

- Long Range Planning for Teams

~Full implementation of mathematical practices across all grade levels and content, CCSS fully implemented k-3 with fractions units in 4 and 5.

~CCSS implemented for ELA across all grade levels

~Helpful materials:  UDL wheel.

• Staff has a foundation of the components of the MD CCSC.

• Staff utilized PIP periods for professional learning on ELA, Math, Disciplinary Literacy and STEM.

• Staff became familiar with SFMP and started with implementing mathematical tasks. Students also became familiar with the mathematical language associated with the practices.

• All students maintained writing folders that showcased their development as a writer. Students reflected on their portfolios.

Resources used:

• Math wiki space

• Program Implementation Periods

• Edmodo

• Collaboration time (CFIP, PIP, team meetings, SIT meetings)

Teachers have been kept up-to-date on current trends and resources for English/Language Arts Common Core implementation.  Teachers are incorporating the county modules for text complexity.  They are using complex text and are beginning to develop close reading lessons.

Grade-level teams have explored and developed knowledge of math Common Core.  They have implemented strategies in order to best meet their students' needs, and they have used a wide variety of distriuct, county, and other formative assessments to measure growth in math and the use of the math processes.

Teachers are creating and using ActivInspire to better instruct Science and Social Studies.

Full and successful implementation of Math in Grades K-2 and GT

Full and successful implementation of Writing in Grade K-5

Staff has a good understanding of where we are going (the big picture)

Teachers are implementing instruction including text dependent questions, close reading and a focus on vocabulary (Tier 2)

Completed:

Sharing information with staff

Majority of key bullet points have been implemented

Helpful Resources:  

RST/MST support

HCPSS Math Wiki's, HCPSS Language Arts Wiki's

- Staff has been informed, trained, and prepared for initial implementation to create a culture of change.

- Information has been shared with the community through open dialogue.

-  Using the resources provided by supervisors, teachers have been able to implement new curriculum standards with UDL strategies in mind.

Our biggest accomplishment with the transition to Common Core has been early and ongoing PD. As a result teachers feel more comfortable with the standards.

The most important success has been adhering to the FCPS timeline.

Valuable resources have included the building level literacy specialist and elementary math leader, the sub days in the budget for professional development, and documents from FCPS.

* Whole faculty and small team PD

*RRE position helped drive the building of cross curricular capacity among faculty

*Introduction of UDL and first steps toward incorporating into daily practice

*Title II cross-curricular activities

-full implementation of the Common Core curriculum in English.

-all math teachers are implementing the 8 standards for mathematical practice.

-full implementation by social studies department of argumentative writing.

-all staff participated in staff development on close analytical reading and argumentative writing.

-all staff introduced to the 8 standards for mathematical practice.

-entire school participated in a STEM Career Day.

-introduced UDL to entire staff.

-all 9th graders were assessed on the SRI.

-staff development activities focused on text complexity.

A disciplinary literacy team implemented PL focusing on close reading, text complexity and text-dependent questions. Technology tools, such as Edmodo, were used to support and extend the implementation of the aforementioned strategies.

Ongoing PL occurred during faculty meetings, department meetings and PIP. A number of teachers enrolled in coursework outside of school to further their learning.

In Frederick County, our resources have been clearly developed and made available to teachers and stake holders.  Because of this systemic approach, FCPS teachers speak a "common language" and are able to collaborate across grade levels and schools.  This has been very helpful in facilitating ownership of the Common Core.

-full implementation by social studies department of argumentative writing

-full implementation of the Common Core curriculum in English

-reading and math Common Core- matching with other content areas

-close reading discussions within the faculty

-introduced UDL to entire staff.

-all 9th graders were assessed on the SRI.

-staff development activities focused on text complexity.

Implementation:

-Transdiscplinary lessons carried out-STEM

-Algebra I common core full implemetation of curriculum

-Teacher buy-in of Common Core is slowly happening

Helpful Resources:

time; PLCs afterschool; set framework for structure of PLCs

-PD:  close reading transdiscplinary lessons

-Staff PD new instructional  technology

Accomplishments:

- Developing long-range plans for curriculum implementation

- Working with the math curriculum as a team and developing enrichment opportunities to challenge students with number sense

- Collaboration amongst teams (reading specialist, GT, and grade level teams)

- Greater level of comfort with staff

- Lessons and special curriculum outreach events were integrated with STEM (i.e., Engineering is Elementary)

Implementation:

- Pacing of transition plans and collaboration with central office supported staff in implementing new curriculum in a manageable way

- Balance between team and school-wide professional development

- Collaboration within and between teams

- Probed readiness level of staff and differentiated professional development as needed

Resources:

- RST/MST visitation supported learning for teachers

Our school imporvement plan was structured based off of the Common Core with our main goal being to implement the Common Core state standards with fidelity.  Also, STEM was built into our Curriculum 2.0 for all grade levels in MCPS. 

Transition Plans Successully Completed:

Our focus on undersanding the common core reading standards with the main goal being able to complete a successful guided reading structure in the classroom. 

Helpful Resources:

Online curriculum and resources, leveled books that were content related, collaborative planning sessions, common assessments or what is proficiency, common core lesson planning books.

Completed: All items; except need to go  in depth with PAARC and STEM standards

Helpfui Resources: MCPS 2.0 curriculum (online); The Common Core Lesson Book (Hienman)

*Identifying what is "common" in the Common Core for all subjects.

*Identifying and understanding the literacy standards and how they can be applied in all subjects (Social Studies, Science and the Technical Subjects)

*Professional development on all forms of writing (argumentative, informational, narrative and research). Students are expected to write in all classes.

*Using professional development time to explore and develop a common language for staff.

*Time to collaborate and develop teachers' and students' conceptual understanding.

Resources:

*HCPSS wiki resources

*UDL

*Transition from document repository to Alfresco

1.   FCPS provided CCSS resources and training to develop our staff. 

2.   Provide opportunities for best practices of the CCSS.

3.  Quarterly scope and sequence planning guides.

4.  Quarterly assessment schedules. 

5.  Awareness of STEM Standards of Practice and curriculum.

1.  EEA Teachers attended all county trainings and presented information and materials to staff through the year during Professional Development Sessions

2.  Math and English teachers became knowledgable of standards and implemented strategies

3. Other content areas have an awareness of the Common Core Influence and changes.  Ready for more direction for implementation.

4.  Universal Design of Learning (UDL) was a focal point of school-based professional development with a focus on technology.

5.  Resources were created: Live Binder, Thing Link, Padlet, Prezi, Edmodo, Go Annimate, Discovery Learning, Moodle, etc.   

6. Pilot School for Domain 5 of the New  Teacher Evaluation System 

STEM: 2013 Engineering was successfully implemented in grades 2 and 3. Engineering units are planned for grades 2-5 for the 2013-2014 school year. STEM Team of teachers planned implementation of the Engineering design process.

Math: Primary grades successfully implemented math CCMSC. Intermediate grades successfully implemented math CCMSC beginning Q4 2012-2013.

ELA: All staff received PD on shifts in ELA. Teams began implementing. Grades 3-5 instructed using HCCC units. Planning for ELA in grades 3-5 focused on CC standards.

Resources:

Helpful resources included the ELA wiki, Math wiki, Alfresco HCPSS curriculum, Common Core units, Transition to Common Core wiki, Math and Language Arts PD modules, long range planning wiki.

 School- wide training using Edmodo for CCSS/STEM SOP

Developed  common assessments

Followed County Transition Plan

EEA team members provided staff PD on CCSS/STEM SOP 

Used Global Scholar data for differentiation/planning with CCSS/STEM SOP in mind

Parts successfully completed:

Utilized the Salient 5 in the delivery of instruction

Working through literacy standards in all content areas

Teacher Evaluation Pilot - SLOs in alignment with Common Core

STEM Implementation - transdisciplinary unit | after school program (NASA BEST) | Robotics | Grade wide STEM Day of engineering and designing | Guest speakers | Service Learning (alternative energy sources) | Outdoor Education program (graphing of population) | Green School | Stream study | Tech Ed Curriculum (supporting engineering and designing) | Module curriculum | Digital Citizenship - Creative Problem Solving | iPads for Environmental Unit

ELA - Focus on Common Core objectives | Implementation of Common Core language | Focus on non-fiction literature | Argument writing and explanatory writing (PD sessions for staff) | Text complexity, text dependent questions (writing to source), writing folders, close reading | Integration of every pupil response technology (eInstruction CPS)

Math - Establish student understanding of math practices in action | Implementation of Math tasks across grade levels | Participation in county-wide math gatherings | Utilizing the Math Wiki | Data analysis by staff to inform instruction based on student growth

All content areas - immersion in disciplinary literacy | Professional learning throughout the school year for collaborative planning with a focus on Common Core | Data analysis protocol for instruction (CFIP)

Resources - Google Apps for Education | Homework Wiki | Transition to Common Core Wiki | Edmodo | Classroom walk-thru | Professional Learning Network | Professional Learning Communities | Professional Learning on PARCC

 * 100% of staff aware of Common Core and can recognize terminology and expectations

 * Staff able to make connections between current practices and CC and STEM education

 * Recognize the uniqueness of our building and the apply our knowledge in our programs

 * CTE/CTC program curriculums have not/does not change - however enhanced delivery and change in  teaching practices to adapt to CC goals

Resources -

* FCPS and MSDE development have been helpful

* Presenations and Collaborations with FCPS and CTC/CTE administration to CTC Leadership and EEA teams

 * Online Resources utilized (PARCC and MSDE)

 * Specific teaching practices identified in Mathematics, English and STEM

* Valuable FCPS resources

*PARCC familarity growing

*Transdisciplinary emphasis building

Math toolkits are now available. STEM and Math PLCs were successful to address standards of mathematical practice.

Reading Specialist gave faculty many graphic organizers and ideas with passages for literacy standards.  Full faculty PD had various texts to use for practice.

STEM PLC has been use for 2 years and a cross-curricular newsletter was created.  Different disciplines contributed to the end product.  Title 2 grant.

Prior EEA confernece materials were found to be helpful.

ELA toolkit is extremely helpful to everyday lesson. 

Argument writing for Social Studies has a county wide rubric which is useful.

Maryland Common Core standards have proven useful for everyday lesson planning.

Math PLC had other content areas involved using 5E model and best math practices.

Grades 2 & 3 have implemented the Elementary is Engineering Units

All grade levels have implemented the writing units of study

Quarterly, long range planning with the Reading and Mathematics Resource Teachers have been very beneficial

Transition Wikis have been extremely beneficial as well.

Math Talk videos.. Seeing the mathematical practices modeled.

ELA teachers have developed understanding of the Common Core Curriculum and are  familiar with the language of this curriculum.  Transdisciplinary instruction is being implemented across grade levels with teachers gaining awareness of how to plan lessons balancing content and ELA curricula.

Resources: TDL communication; Literacy team;

Characteristics of Common Core - develop independent learners who accept their responsibility for learning; create an environment for independent learning; given opportunity to problem solve; teachers value PD for Common Core; students value the process and the product of the lesson / outcomes; prepare students to be resourceful using multiple resources; student goal setting emphasis; mentoring programs for teachers and students; teachers' stepping aside and allowing students direct the learning.

Informing Stakeholders: send stakeholders to PD; extra-curricular items (MESA, science fair); content teams, vertical teaming and data assessment; challenge students to take harder courses; not allowing students to retake course in the school;

Our transition plans have moved from an overview of CCSS to instructional practice and implementation.

 At WLHS, we have provided our teachers training in implementation of argumentative and explanatory writing and close reading strategies across curricular areas. Many of our teachers have designed and completed Maryland Common Core and STEM related lessons and classroom activities successfully. WLHS has also worked to implement the mathematical and ELA standards across all content areas. Training was provided to all of our teachers in literacy standards to support MCCSC implementation, STEM standards and UDL techniques. Our staff also received professional learning regarding the capacities of literate individuals and mathematical practices, and have successfully incorporated these into their instruction. Useful resources include: Common Core Implementation Wiki, Teacher Development Liaisons, past EEA resources/notebook, literacy team members, ITL and curriculum office resources.

Comprehensive Professional Development program that includes State/County iniatives along with sessions based on teacher wants/needs. 

Dedicated PLC time:  analyzing data, curriculum planning, content specific planning & implementation, content retreat(s),  ongoing PD.

Teacher teaming(s):  Interdisciplinary/trans-disciplinary planning across all content areas

Individualized book studies (Pathways to CC, Rigor is not a 4 letter word, etc)

Global Scholar - analyzing data, use of data for instructional planning/flexible groupings. 

UDL implemenation and PD/Strategies

Created Instructional Resource guide  for teachers

Teachers kept Data notebooks and monitored data for student achievement

Informal walkthrough(s) with feedback

Literacy standards implementation across contents

CC curriculum, Disciplinary Literacy, STEM implementation

Parent nights (informational) about CC curriculum, specifically Math.  Also conducted Book study with Parents (7 highly effective habits of teens).

Entire school (Pre-K-2nd) doing CCSS math

ELA and STEM connections

Collaborative team planning weekly and ongoing PD

Math/Classroom talk used throughout school - Speaking and Listening Standards - Non-verbal signals used by students

UDL - implementation and PD

Implementing literacy standards into content areas

County-supported resources for materials and PD

Successful professional development for Grades 4 and 5 on the implementation of C2.0

On-going PD for all staff members on 2.0 CCSS/Shifts

C2.0 resources have been most helpful in fully implementing the CCSS

•Materials and Websites shared by RST/MST

•Resources already in the building were shared

•Consistency of resources and information from Central Office.

•Half Day Planning provided for grade level teams

• Updated Science Fair to have a STEM Focus with all students participating and combined Green and STEM committees.

• Participation in school based and county Professional Development opportunities: Math- Quarterly Long Range Planning, 4th Quarter Transition Unit, ELA- Use of County Developed Common Core Lessons, use of Daily 5, Use of long range planning to implement Writing Matrix for Units of Study (K-5) including cross-curricular writing
  

• Purchasing materials to support Common Core and STEM Standards.
  

Completed Steps:

• Provide instructional staff with the professional development needed to facilitate to work with ELA and Math model units, model lessons, and other resources to support implementation of the Common Core State Curriculum.
  
• Increased use of job embedded professional development while team co-planning.
  

Resources:

The monthly ELA and Math Modules (PD workshops) provided by the Reading and Math Support teachers were very helpful. They addressed the "shifts" in instruction toward the CCSC. They also provided valuable tools for instruction.

The implementation of the ELA units of instruction (3 -5) were effective in demonstrating standards and instructional practices for teachers.

The collection of student portfolios provided teachers various samples of student work both in writing and math.

best practices. 

Completed Parts?:  Outcome #4, weekly PD for each team on specified topics related to CC, STEM instruction and PD, shared resources.

Resources:  STEM position, county-based materials and availability on the U drive, sytem-side PD (text complexity, close reading, disciplinary literacy, write to source, STEM, math best practices and performance tasks. 

Where is the toolkit that was to be completed and rolled out?

Accomplishments

- SIT team presented on UDL, Teacher Evaluation, SLOs

- Staff created document including all standards for ELA, Math, STEM, and NGSS in one brochure

- Content meetings for ELA, Math, and a learning community for science

- Common core course implementation in Math for honors students in 7th and 8th grade

-Argument writing in ELA and Social Studies

- Vertical teamed STEM project in Science

- Northrop Grumman STEM presentations for 8th grade students

- SLO pilot in Social Studies, Math, ELA, and Science

-Presentations on multiple intelligences and learning styles

- Science teachers integrated multiple intelligences and learning styles into the regular curriculum

- 3 class sets of Active Expression response system for data collection for SLOs

Completed

- Presentations on the new standards for full staff

- Presented the new staff evaluation model

- Finished introducing UDL

- Successful pilot of SLOs

- Introduced New Teacher Observation 

- Presentation on Close Reading

-Developed a schedule that will allow for more learning community meeting time during the week

-Science finalized Lab Report format for vertical teaming

Helpful Resources

- MarylandLearningLinks.org

- UDL Wheel

- Brochure listing all of the ELA, Math, STEM, and NGSS Standards

- CAST

- Standards - EEA, Math, NGSS

- Howard County Wiki

- Social Studies Wiki on implementation  argument Writing

- Follow up Webinars

Reflection:

1.) Our accomplishments include:

-UDL Presentations at faculty meetings with classroom UDL strategies and practices

-PD for our instructional leaders for UDL

- Quarterly meetings with math specialist on Common Core

-Weekly/biweekly meeting with reading/math specialist

-closed reading, text complexity PD

-PD on text dependent questions and shared development of closed reading lessons

- STEM standards of practice PD and development of STEM lesson ideas and ways to incorporate the SOP  into lessons.

2.) Successful completion of:

- all of our SIP indicators and actions (except use of Toolkit)

3.) Helpful Resources

-UDL wheel

-UDL chart

-text complexity chart

-"Stop, continue, start" shifts

-UDL website (CAST)

-types of writing

-writing rubrics

-PARCC website

-Smarter Balanced website

Math: Math Curriculum has been adjusted to meet Common Core Standards

Master Schedule adjusted to have common planning for Common Core Algebra and Geometry teachers

Algebra and Geometry Common Core will be taught 2013-2014

English: Curriculum has been realigned to meet Common Core

Teachers have been trained text material has been realigned

Curriculum has been aligned with PARCC assessements

English Department has been trained in all Common Core Changes and they have worked with Salient 5

Explored Material on FCPS U drive

STEM Career Day brings awareness and introduction to STEM related Careers

Transition Plan:

Educated School Staff on Reading and Writing Informational Text

Whole School Training Salient 5 and Mathematical Practices

All goals are part of school improvement plan

Global Scholar Pilot School

Helpful Resources:

FCPS U Drive

PARCC Website

MD State Website

Follow-up Webinars

Reading – Model lessons were created and implemented that integrated all common core standards which required students to close read complex text and answer text dependent questions (both through oral discussion and written tasks).

Mathematics – K-2 fully implemented the common core standards and 8 mathematical practices by developing lessons with worthwhile tasks.  Grades 3-5 implemented fourth quarter common core transition units.  Our school began piloting heterogeneous groupings. 

STEM – FRES Leadership Team was implemented to champion STEM standards/practices throughout the school.  Program data was collected and analyzed bi-annually.  Awareness increased with all stakeholders through school wide activities (STEM Days, Caine’s Arcade, Green Newit Partnership).  Staff participated in professional development activities, and all grade levels experimented with STEM integration. 

Content Integration – Grade levels work collaboratively to integrate social studies, science, language arts, and mathematics.

Resources:

Reading/Writing – Grade four piloted the Ready Common Core program.  All intermediate grades will implement this program in 2013-14. Teachers utilized the HCPSS ELA Intranet Common Core resources.

Mathematics -  Teachers utilize the HCPSS Common Core Wiki Resources regularly, as well as John Van De Walle text resources.

STEM – We utilized HCPSS resources (books, websites, new science standards).

Reading - Common Core standards were implemented (Grades 3-5) by

School-wide successes include enhancing our collaborative approach focused on student data.  Specific to each content area:

-  ELA

o  Implementation of close reading

o  Disciplinary literacy professional development for ALL staff

-  Math

o  Use of resources provided by HCPSS and math wiki was used to enhance the implementation of Common Core

-  STEM

o  Establishment of a STEM team with data collected and shared

o  Hosting our first annual STEM night; very successful!

Helpful Resources:

-  EEA resources including powerpoints

-  MSDE curricular units

-  HCPSS math wiki, Edmodo, and SMART pages

-  HCPSS math gatherings

Math:  Working with the math resource teacher to implement the K-3 Common Core County Curriculum; This year full implementation K-5 at school and team levels

ELA:  Working with reading specialist to incorporate the writing, close reading strategies, and text complexity at school and team levels

STEM: EEA reps facilitated the understanding of STEM within instruction to promote student centered learning

Working to improve parent understanding of Common Core and the expectations

Transition Plan parts that have been successfully completed:  Overview professional development sessions, close reading pfofessional development sessions and teacher-written and implemented assignments, UDL professional development sessions, and Special Education PLC

Helpful resources:  Content area supervisors, Central Office support, professional development meeting time, opportunities for teachers to write, implement, and reflect on Common Core-related activities

STEM:

• Partnership with NASA which allowed professional learning for teaching staff, field trip opportunity for students to NASA Goddard Flight Center, two years of STEM activities for classroom implementation

• Partnership with the National Center for Earth and Space Science Education (NCESSE) to teach students about microgravity and the use of the scientific method. After investigating the concepts of microgravity, all eighth grade students worked in cooperative groups to write an experimental proposal to be conducted on the International Space Station.  Projects were selected from HMS and sent to the NCESSE review board for selection.

• Through the use of inquiry the Eco-team learned about the Chesapeake Bay Watershed and attended a culminating field trip to North Bay.

• After school Robotics Team that competed in the First in Robotics Competition.

• Struggling eighth grade students attended an after school Science Club to help accelerate students in science.

ELA:

• Developed and implemented resources for classrooms to support writing to a source.

• Developed and implemented resources to support close analytical reading.

• Developed and implemented text-dependent writing activities and discussion questions.

• Gained deeper understandings of elements involved in text complexity and identifying appropriate texts for students.

• Identified and disseminated resources for argument writing (ethos, pathos, logos; graphic organizers)

• Explored real-world writing purposes through professional learning activities.

• Shifted to Common Core thinking for ELA/Literacy including the following skills:

• Building knowledge through content-rich nonfiction

• Reading, writing, and speaking grounded in evidence from text, both literary and informational

• Regular practice with complex text and its academic language

Math:

• Staff attended the monthly math gatherings offered by the Secondary Math Dept to gain a deeper understanding of tasks and how to teach new content featured in the Common Core

• Teachers collaborated during planned PIP time to align teaching strategies, activities,  and assessment

• Worked with the Secondary Math Office Resource teacher to gain a better understanding of PARCC and how to align our assessments to PARCC style questions

• Developed lessons that included worthwhile lesson experiences and promoted student discourse

• Student participation (Math seminar students) in the Stock Market Game- HMS team took first place in the state competition.

Resources

• Total Participation Techniques: Making every student an active learner,by Persida Himmele and William Himmele

STEM:

• Science the “Write” Wayby Jodi Wheeler-Topper

• Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning by Page D. Keeley

• Uncovering Student Ideas in Science, Vol. 1: 25 Formative Assessment Probesby Page Keeley, Francis Eberle, Lynn Farrin and Linda Olliver

ELA//Literacy:

• Graphic Organizer for argument writing for all disciplines, to support each grade level

• ELA Curriculum office resources for argument writing, expository writing, close reading, and text complexity

• Write Like This by Kelly Gallagher

• Deeper Reading by Kelly Gallagher

• Assignments Matter: Making the Connections That Help Students Meet Standards by Eleanor Dougherty

• Shift: Text Based Answers  - www.engageny.org

• Text Dependent Questions - HCPSS Curriculum Offices

• Historical documents, including primary and secondary sources, to implement close analytic reading in Social Studies - HCPSS Curriculum Offices

Math:

• Visual Aids for all teachers to demonstrate/reference MCCSC Standards of Mathematical Practices

• Secondary Math Office Resource Teacher

• Good Questions for Math Teaching: Why Ask Them And What to Ask, Grades 5-8 by Nancy Canavan Anderson(Author), Lainie Schuster(Author)

• Elementary and Middle School Mathematics: Teaching Developmentally (7th Edition) by John Van de Walle(Author), Karen S. Karp(Author), Jennifer M. Bay-Williams(Author)

-Training and planning for transition to Curriculum 2.0 with classroom teachers, staff development teacher, reading specialist, administrators.

-Implemented transition math curriculum in quarter 4 for grade 4.

-The Educator Effectiveness Academies and the UDL websites have provided necessary and resources for the transition.

-Training provided on close reading and text dependent questions.  Follow up included teachers generating and using text dependent questions.

We set high standards for staff and students in transitioning to the Common Core and STEM education. Each grade level was given the challenge of a STEM project to implement to increase student knowledge of the integration of science, technology, engineering and math concepts by using real world application.

We fully implemented the writing standards of CCSS.

We implemented CCSS math standards in grades K-2 and during fourth quarter all grades were provided with curriculum to enable them to shift to the Common Core in the 2013-2014 school year.

Through staff development the staff gained better understanding of the instructional shifts for the ELA CCSS.

Transition Plan Completed:

K-2 math transition is complete and writing transition across all grade levels.

STEM awareness and participation in STEM activities across all grade levels.

Resources:

County staff development, in house staff development, RST/MST training sessions, HCPSS wiki, MSDE wiki, long range planning resource wiki, after school long range planning quarterly sessions hosted by HCPSS, differentiated staff meetings, book study-Pathways to the Common Core, STEM webinars, common planning blocks, data discussions.

Successes in Transition Plans: UDL, implementing CC standards, teacher collaboration

Helpful Resources: Time to plan and research, Math Wikispace and Edmodo sharing site, PIP time to plan/reflect with content partner, PD district wide to collaborate with teachers of the same content

Resources: Used Common Core Standards in order to create new curriculum, professional conversations and networking through department, S.I.T., and faculty meetings, meeting with administration to review SLO's, Central office staff and administration provided PD in order to successfully implement key elements of the CCSC

Great success with integration of netbook labs into classrooms for centers, support, differentiation for math and language arts.

Resources: PD modules from RST, MST. GAFE, CFIP discussions to target instruction in the classroom, access to netbook labs in all grades, teachers using appropriate and targeted online resources in computer centers

There were noted improvements in student writing, close reading, and willingness to read across contents. There were also noted improvements in teacher collaboration, mainly including weekly PIP meetings that included teachers across curriculum and grade level.

Sucessfully Completed Components of Transition Plan:

All of our professional development over the past two years has been executed and delivered in a timely fashion. With the exception of the research project, they were all highly effective. Literacy and STEM teams were established, attended countywide trainings, and brought information back to teachers.

Resources:

MSDE website was used for all PIP meeting preparations each week

Edmodo

Stanford History Group

Wikispace

Our teams, middle and high, feel they are fully through the know it and try it stages and are looking forward to diving more into the ownership stage.

Transition Plans - Staff continues to build awareness of CCSC and STEM education.

Resources - Math and ELA resource teachers, new texts and literature selections, use of continuum of literacy. Desire for expanded toolkit and PARCC resources.

-Staff development focused on ELA, Math, and STEM CCSC standards was effective throughout the year.

Resources:

-MST and RSTs were helpful in supporting the implementation and planning of new CCSC standards through book studies, units of studies, long range planning, modules, and CFIP

Transition Plan:

-Guided of our implementation of CCSC standards by identifying resources to support more intentional instruction

Useful Resources: All staff provided with UDL wheel and
online UDL site, CCPS curriculum aligned to CCSS Standards, used Maryland
Frameworks for CCSS to further define learning targets

We provided thorough awareness to provide professional development for our staff.

We provided and acted out each of the 8 math practices.

We discussed text complexity and the integration of the CCSS for ELA.

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.

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.

• 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) 

* 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

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.

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

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. 

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.

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. 

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

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.

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.

• 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.

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

STEM--making cross-curricular connections

- 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.

- 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

·        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

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

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.

-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

-

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)

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.

*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

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

GS data is analyzed to focus instruction

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

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

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.

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 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.

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.

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.

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

-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,

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.

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.

• 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
  

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

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

*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.

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. 

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

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

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

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.

*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

Monthy team meetings on SLO writing.

Continue to build awareness of CCSC

Expanding STEM resources within the school, community and County

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

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.

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

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

• 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

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.

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. 1^st-2^nd grade teachers implemented standards and have a good handle. STEM – GT and Technology implemented excellent lessons to support STEM. Lego program in 2^nd grade was implemented and successful.

2. Transition Plans successfully completed

STEM – Still making transition.

3. Resources that have been helpful

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.

-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

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.

* 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

* 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

* 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

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.

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.

problem based learning

verbal discourse

research based

independent thinkers

collaborative

technology based learning

differentiated instruction

real world application

interdisciplinary instruction

Bring your own device

parent University- parent workshops

Web Page

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

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

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.