CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Common Core State Standards AB 250 and the Professional Learning Modules Phil Lafontaine, Director Professional Learning and Support Division

TOM TORLAKSON State Superintendent of Public Instruction 2 Transitioning to the Common Core System Awareness & Dissemination Building Readiness Transition Moving to the New Standards Implementation Making Meaning Transformation Changing Teaching and Learning

TOM TORLAKSON State Superintendent of Public Instruction Assembly Bill 250 (Brownley) Required the Department to; Create professional learning modules Create and sustain professional development training opportunities that support teachers and administrators in delivering to all pupils curriculum and instruction that are aligned to the Common Core State Standards (CCSS). Create a Professional Learning Modules (PLM) Task Force

TOM TORLAKSON State Superintendent of Public Instruction Module Development The criteria for the modules shall be based on: The California Standards for the Teaching Profession The Standards for Professional Learning (Learning Forward, 2011) 4

TOM TORLAKSON State Superintendent of Public Instruction Develop model professional development modules to deepen the understanding of the following: A.The common core academic state standards B.Instructional strategies to support the learning of all pupils, including English learners, pupils with disabilities, and underperforming pupils C.Instructional strategies that promote creativity, innovation, critical thinking, problem solving, collaboration, and communication skills in all academic content areas D.The integration of subject content knowledge E.Instructional leadership and coaching 5

TOM TORLAKSON State Superintendent of Public Instruction PLM Criteria for Modules Objectives and Outcomes Know the difference between California’s 1997 Standards and CCSS, how it impacts their learning environments. Demonstrate deeper understanding of and ability to teach 21st Century skills. Gain deeper understanding and increased to support the learning of all pupils, including English learners, pupils with disabilities, and underperforming pupils for differentiated lesson planning. Understand and have knowledge of the research findings and the ability to implement research-based strategies 6

TOM TORLAKSON State Superintendent of Public Instruction Objectives and Outcomes, cont. Use a variety of formative assessments to inform instructional decisions to support the learning of all pupils. Be able to develop an action plan on how to apply what they have learned. Engage in a continuous cycle of self-reflection, inquiry, and professional conversations. 7

TOM TORLAKSON State Superintendent of Public Instruction Module Instructional Strategies The modules must: Use a coherent, logical sequence of interrelated instructional events that deepen educators’ understanding of, and develop skills in, their selected CCSS area. Provide a pre/post self-assessment for participant to reflect upon key aspects of the module content. Provide research articles and/or access to researcher interviews. Include expert modeling of techniques through video or other demonstrations. Focus on a practicum component for educators to use the strategy/information and provide framing questions to reflect on the effectiveness of the strategy.

TOM TORLAKSON State Superintendent of Public Instruction Modules Instructional Strategies, cont. Provide activities that engage participants in dynamic learning to support the learning of all pupils, including special populations. Provide information on strategies and techniques to assist participants with implementing the CCSS in combination grade elementary classrooms. Provide for the engagement of the participants in a variety of self-reflection activities for improving professional practice. Disseminate, collect, and analyze end-of-module evaluations for continuous feedback cycle. 9

TOM TORLAKSON State Superintendent of Public Instruction Module Design and Delivery Provide a Facilitator’s Guide. Provide interactive training that allows for discussion, requires participation, and supports adult learning. Offer presentation options and resources for educator participation. Include material so that participants can: –select grade span –problem solve situations involving special populations –focus on subject matter –skip selections already mastered Provide opportunities to practice new skills and discuss possible solutions to the identified challenges. 10

TOM TORLAKSON State Superintendent of Public Instruction Possible Module Topics (Task Force Initial Recommendations) 1.Overview of the CCSS (approximately one hour module) –Explain shifts/changes between the 1997 content standards and the new CCSS for K-12 –Include high-quality CCSS resources 11

TOM TORLAKSON State Superintendent of Public Instruction Possible Module Topics, Cont. 2.Math: K-12 Standards for Mathematical Practice –Embed lesson design –Research and best practice –Integrate RtI², 21 st century skills, technology 12

TOM TORLAKSON State Superintendent of Public Instruction Possible Module Topics, Cont. 3.Math: K-12 Learning Progression –Apply coherence & deep understanding –Use diagnostic and formative concepts assessments (grade spans K-2, 3-6, and subject-specific for upper middle and secondary) 13

TOM TORLAKSON State Superintendent of Public Instruction Possible Module Topics, Cont. 4.ELA: Non-fiction Reading –Embed lesson design for grade spans K-12 –Text complexity, text based answers, academic vocabulary –Diagnostic and formative assessment –Integrate differentiated instruction (RtI²), 21 st century skills, technology 14

TOM TORLAKSON State Superintendent of Public Instruction Possible Module Topics, Cont. 5.ELA: Non-fiction Writing –Embed lesson design for grade spans K-12 –Writing from sources and using academic vocabulary –Diagnostic and formative assessment –Integrate differentiated instruction (RtI²), 21 st century skills, technology 15

TOM TORLAKSON State Superintendent of Public Instruction Professional Learning Module Timeline: 2012 Activities Feb 15-16: On-site meeting with statewide Task Force May 1: Module development begins June 30: Four (or more) draft modules to the CDE for review and approval July 1-15: CDE and State Board of Education (SBE) review and submit edits and announce upcoming availability of modules to field July 15-31: Providers revise modules August 1: Final modules to CDE for approval September 1: Posting to CDE Common Core Web site and announcement 16

TOM TORLAKSON State Superintendent of Public Instruction Module Development PLM Task Force will continue work as needed At least 10 modules are planned to be completed by September

TOM TORLAKSON State Superintendent of Public Instruction 18 Questions? Carrie Roberts Professional Learning and Support Division