I look forward to seeing many of you Tuesday.

I

Practices into their daily instruction. They are

writing inquiry based Math problems.  They have

infused CCSS Standards into daily instruction.

format for assessments with overarching

text dependent questions.

what a transdisciplinary unit is.  The staff worked

together as team to develop STEM lessons. 

staff in the aignment of CCCS.

and time allotted for exploration into the CCSS. The PARCC

website, progression documents, and the Next Generation materials

have all been helpful.

Math PD with Pat Turner on Standards and curriculum.

Unpacked Math Practices during team planning sessions.

Incorporated STEM Units by grade level.

Provided PD on Cooperative Learning

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

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

teachers, as have the variety of mathematics resources

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

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

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

-Transition Pre-K-3 to CCSS Math.

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

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

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

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

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

Math PD with Pat Turner and Georgia Wensell

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

RDG PD on Close Read and Text Dependent Questions

PLC with Dr. Robyn Jackson on instructional rigor

Book Club - How to Plan Rigorous Instruction, Cooperative Learning

Kagan Cooperative Learning PD

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

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

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

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

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

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

Students and Teachers have embraced STEM.

Process writing has returned!

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

conducted on September 16, 2011.

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

- received Professional Development for transitioning to Common Core

- grades 4-5 Professional Development for text complexity

- Summer Academy more STEM focused

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

aligned to the Common Core.  Developmentally

Appropriate Practices support STEM activities

throughout the curriculum.  Because many practices

were already in place the transition to Common Core

has been seamless.

and attempts at implementation. Everyone has gone through the process

Of training

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

*STEM - able to successfully integrate into transdisciplinary lessons. 

Close Reading Workshop/PD through Collaborative Planning

VSC & CC Differences - Collaborative Planning

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

Eastern Shore 9 - Benchmarks from SLO's Only

County Level - Built all term assessments

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

STEM - STEM Day and STEM Camp with Stephanie Adams

Parent Night - CC Information Communicated

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

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

* We completed our entire PD plan with success.

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

-Extensive professional development opportunities.

-Collaborative PLCs with other schools.

-More student-centered learning.

-Transdisciplinary writing.

-Developed and implemented transdisciplinary units.

Completed:

-See above.

Resources:

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

-Professional development by Salisbury University faculty.

-6 + 1 Trait Crates.

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

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

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

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

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

There has been no progress with STEM.

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

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

to include close reading and text complexity.

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

aligned with new standards.

Expectation meetings incorporated creating essential questions to include

interdisciplinary regarding real world application.

English has focused on the instuctional shifts emphasizing text based questions

independent student learning. Emphasis on writing and vocabulary.

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

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

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

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

PD and classroom instruction using argumentative writing.

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

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

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

Science literacy standards has been ongoing.

-

to teach the Fractions Unit for grades 3-5.

The parcconline website tasks brought the expectations to life.

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

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

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

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

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

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

Ongoing team meetings

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

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

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

Exposed students to more novel studies

STEM PLCs 

Accomplishments:

- piloted STEM enrichment in 6th grade

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

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

Helpful Resources:

- Common Core frameworks

- MSDE website example lessons

- EEA professionbal Development for understanding

to teach the Fractions Unit for grades 3-5.

The parcconline website tasks brought the expectations to life.

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

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

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

and implemented at JMB.

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

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

Went from planning stages to implementation stages of Common Core.

STEM and transdisciplinary activities embraced by staff

Implemented project based learning at all grade levels

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

Resources:

mdk12.org , Comprehension Toolkit, EEA team PD,

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

Task development then occurred for classroom implementation.

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

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

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

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

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

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

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

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

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

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

*Professional Learning Communities

*Use of Data (ex School Net)

*Inquiry Based Learning/Problem-Solving

*Use of discipline specific practices to communicate content knowledge

*Cross-curriculur Reading and Writing

*Team Planning--Cross-Curricular

*Staff-Student Ownership

*Life Skills preparation for continuous learning

*Welcome back letters

*Newsletter items each quarter

*Back to School Night

*Topic for PTSA night, Junior/Senior information nights

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

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

*9th grade transition day--mini lesson

-Set high expectations for all students

-integrated transdisciplinary instruction

-authentic performance-based activities and assessments

-inquiry-based instruction

-highly engaged students 

Collaborative

Hands on

Real World Connections

Problems Solving/Inquiry Based

Interdisciplinary

Infusing technology

Strategies:

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

*Use this activity at faculty meeting as connect/engage

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

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

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

Principal's message in monthly newsletter

Links on website for Common Core

Moving staff from awareness to ownership

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

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

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

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

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

Encourage cross grade level collaboration

Question 1

-Independence

-Collaborative

-Problem Based Learning

-Open ended

-active engagement of students

-student focused

-integrated learning

-rigorous

-reading to learn

-discovery

Question 3

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

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

Team Time: dedicated to common core planning

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

-Transitioned current activities to align with CCSS and STEM education

-Saw Cross-curricular alignment

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

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

Strategies for:

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

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

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

School-Application and Experimentation Stage-moving toward ownership