CCSS Facilitators/Director Network Support Team Strategic Planning for Common Core Implementation Katie McGrath, ID Joseph Espinosa & Nikki Grakal, CCSS Facilitators May 6, 2014

Planning Steps 1.Agree on strategic planning process 2.Environmental scan SWOT 3.Values and principles; issues to address 4.Mission and Vision statements consensus 5.Develop our SMART goals 6.Agree on strategies related to each goal 7.Align strategies with transformational leadership “right drivers” 8.Work Plan for projects, timelines, progress monitoring

Planning Process Accountability How well are we doing? Team Formation Resource Allocation Key Action Steps Strategies Organizational Structure ResultsReward/ Feedback Instructional Cabinet Action Plan Strategic Plan Where are we going? Beliefs Goals/OutcomesWhy How will we get there?

Environment Scan Strengths: 1) CCSS Shifts 2) Supporting Teacher Improvement 3) Professional Learning Communities Examples, Openness to learning, new teachers, supportive principals, district alignment with initiatives and school initiatives, e.g. CCSS shifts, embracing CCSS, focus on DOK and Bloom’s, understanding and use of TLF, using instructional rounds, lesson study, using data to inform instruction, writers’ workshop structures formally implemented; planning together and sharing ideas, using problem solving cycle, use of action teams and Public Choice Plans

Environment Scan Weaknesses 1) School climate 2) Community of stakeholders engagement 3) Culture and mind-set 4) Focused on Zone of Concern vs. Zone of Influence 5) Not using strategic planning to activate full potential of action plans Examples, a school feels cold, parents are not engaged, some schools are not friendly. Mind-set that is dysfunctional in that some teachers might have given up or are completely over-whelmed. Poverty and not leveraging community resources. Systems of institutionalized poverty and oppression. Time constraints and money constraints that paralyze people act. Deeply engrained ineffective pedagogical practices.

Environmental Scan Opportunities: 1) New teachers are impressionable 2) Initiatives like Writers’ Workshop 3) Honest conversations with faculty 4) Teamwork 5) Finding eagerness in teachers and ILT’s 6) Chances to Change Culture 7) Adoption of CCSS and teaching through a problem-solving model, investigation and interactive teaching 8) Embracing 21 st Century Skills, characteristics of innovators, and constructivism

Environmental Scan Threats: 1) In-fighting 2) Resistance to chance 3) Unhealthy culture of competition or dysfunctional hierarchy 5) Misuse of resources 6) Lack of vision or clear goals (missing strategic planning) Example, Unwelcoming or avoiding help, leadership may not be comfortable as instructional leader and will focus on operations, no focus on the instructional core; holding some people accountable but not all; assisting some, but not the whole group; inactive PLC’s or fewer opportunities for building capacity; in some cases lacking vision. Putting out fires and reacting; not being proactive. Lacking leadership presence in the classrooms.

Craftsman ship/excell ence Integrity/E quality Perseverance Progressiv eness Interdepe ndence/te amwork Equality OpennessEmpathy/c onsciousn ess/Love HonestyWarmthGenerosityLove FairnessEncourage ment Peace/Just ice JusticePeople- oriented Excellence Responsibi lity Compassio n Transforma tional leadership TeamworkConstructi vism Flexibility CreativityRespectKnowledgeDiversityCommunit y Tolerance EquityInterconne cted Conscious ness SelflessTrustCollegiality

Our Core Beliefs DRAFT Craftsmanship & Excellence = teacher quality, formative assessment on-going growth plans, leadership capacity, viable, engaging curriculum, CCSS Integrity & Equality = success paradigm, closing achievement gaps, capacity-building Interdependence & Teamwork = culture of learning and growing, collaboration, group quality, shared decision making, PLC’s Empathy & Consciousness = our approach to the work, building relationships, how we treat others, nature of delivery Peace & Social Justice = civilization is fragile, public education is key to democracy and freedom and social health, CCSS prepares students to solve the complex problems of the future to improve the world for all people to have high standard of living “Be, belong, become.”

Vision for CCSS Implementation Our vision for the future of our network of schools is that all are achieving academically, thriving learning communities that produce students who have 21 st Century Skills, are college/career ready, possess non-cognitive skills, and are stewards of the environment and contribute to the betterment of humanity. *21 st Century skills are creativity, critical thinking, problem solving, proactive, compassionate humans, collaborative, communicators, confident in their ability, growth mind-set, mastery of math practices and anchor standards.

Mission for CCSS Implementation Our mission as the CCSS Facilitators + Director Network Support Team is to develop the group quality of teachers and leaders to build the capacity to be effective in teaching students to learn, to think critically on higher levels, problem solve, communicate, create, collaborate through mastery of the Common Core State Standards by developing systems that support cognitively challenging curriculum, instruction, and performance tasks.

Goals for our Network of Schools CCSS Implementation “CCSS Institute Goal” By December 2014, 100% of our network schools’ teachers at 3 of 5 sites will have experienced the CCSS Institute, including deepening their understand of CCSS-based curriculum maps, unit/lesson development as measured by CCSS Institute attendance and completion.

Goals for our Network of Schools CCSS Implementation “On-Site School-based PLC Goal” By May 2015, 100% of teachers will have planned together in grade level teams a CCSS standards-based unit of rigorous lessons and completed a lesson study via plan/deliver/reflect/revise cycle* in ELA and math as measured by the PD tracker. *Cycle is a series of coherent PD sessions that build upon

Goals for our Network of Schools CCSS Implementation “CCSS School Plan Goal” By September 2014, 100% of our network of schools will have submitted a CCSS Strategic Plan* mapping out CCSS implementation as measured by our archive of plans. *Including the Aspen Institute CCSS Implementation Guide indicators and measures, such as a coherent PD plan, delineating resources, messaging and engaging the community, technology, etc.

Goals for our Network of Schools CCSS Implementation “CCSS Based Lessons & Instructional Rounds Goal”* By May 2015, as measured by evidence gathered via instructional rounds, 100% of classroom instruction and lesson delivery will have a CCSS lesson objective and students will be either close- reading complex text or informational text, writing citing evidence, modeling mathematics, making sense of mathematics, or persevering in solving problems based upon quality questions that prompt student rigorous thinking, participation, interaction, and discussion. *The focus of the Instructional Rounds will be based upon this theory of action and communicated to teachers and know that for the rounds they should address these items

Goals for our Network of Schools CCSS Implementation “Writers’ Workshop Goal” By December 2014, 90% of teachers will have implemented the structure of writers’ workshop into their classroom schedules as measured by observation, student writing folders, conferencing, editing, and authors’ chair.

Goals for our Network of Schools CCSS Implementation “Math Workshop Goal” By May 2015, 80% of teachers are teaching math through a problem solving, student-centered approach called Math Workshop* as measured by observation and evidenced by teachers using a three-phase lesson structure, such as TTLP or Before-During-After. *Math workshop is interactive, develops concepts along with computation, allows students to make connections between solution paths and fosters student questioning and discussion

Brain Storm Key Strategies DRAFT Tier and differentiate support Assist schools with PD plan development Teachers plan/deliver/reflect/revise a lesson; including 6 weeks prior to each performance assessment we deconstruct the task and plan Lesson study Implement Menu of Services as a coherence series of PD on a experience or topic.

To be completed… Goal #1Goal #2Goal #3Goal #4Goal #5 Strategy 1 Strategy 2 Strategy 3

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