1. Common Core State Standards AB 250 and the Professional Learning Modules
Phil Lafontaine, Director
Professional Learning and Support Division

2. Awareness & Dissemination
Transitioning to the Common Core System
Awareness & Dissemination
Building Readiness
Transition
Moving to the New Standards
Implementation
Making Meaning
Transformation
Changing Teaching and Learning 2

3. 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

4. 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)

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

6. 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 6

7. 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 7

8. 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.  8

9. 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 9

10. 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 10

11. Possible Module Topics (Task Force Initial Recommendations)
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

12. Possible Module Topics, Cont.
Math: K-12 Standards for Mathematical Practice
Embed lesson design
Research and best practice
Integrate RtI², 21st century skills, technology

13. Possible Module Topics, Cont.
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)

14. Possible Module Topics, Cont.
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), 21st century skills, technology

15. Possible Module Topics, Cont.
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), 21st century skills, technology

16. 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

17. Module Development PLM Task Force will continue work as needed
At least 10 modules are planned to be completed by September 2013

18. Professional Learning and Support Division
Questions?
Carrie Roberts
Professional Learning and Support Division 18