CARPINTERIA UNIFIED SCHOOL DISTRICT IMPLEMENTATION PLAN FOR COMMON CORE STATE STANDARDS (CCSS) CCSS Domains Parent/Public Awareness

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2013-14 Post plan on CUSD website. Include a Spanish translation. Introduce CCSS through various settings (Back to School Night, School Site Council, English Language Advisory Council, parent group meetings and special events. Post online resources that show key features of CCSS and sample assessments. For secondary, inform parents of changes in math course sequence.

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Assessment

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Complete field testing of Measurement of Academic Performance and Progress (MAPP), spring 2014 grades 3-8, 11. Implement inaugural administration of A Developmental English Proficiency Test (ADEPT) K-5, for English Learner proficiency. Commence revision of elementary math assessments. Conduct ongoing review of MAPP test questions to understand how students are to demonstrate mastery under CCSS. Implement updated K-8 assessments under the CUSD Coherent Writing Program. Commence revision of K-5 report cards to align to CCSS.

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2014-15 For each grade level and course, disseminate sample questions under the Measurement of Academic Performance and Progress (MAPP); actively engage participants in “doing” assessments. Inform parents of the inaugural administration of MAPP in spring of 2015. Conduct presentations on the state’s revised Academic Performance Index (API) Continue hosting informational meetings that highlight differences between CCSS and previous state standards.

Commence new state testing, grades 3-8, 11 under MAPP Commence revision of District formative and summative assessments, K-12; revise assessment/pacing calendars. Fully implement ADEPT as a pre and post test, K-5, for assessing English language proficiency. Complete revision of K-5 report cards.

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2015-16 Report results (annual Community Meeting, annual report to the Governing Board, site-based meetings, THRIVE report to the community) of spring, 2015 state testing and subsequent release of the revised API. Continue informational meetings, focusing on how parents can support mastery.

Analyze state testing results to inform development of Single Plans for Student Achievement. Complete revisions of K-12 formative and summative assessments and assessment/pacing calendars.

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2016-17 Report multi-year results and API for years 2015-2016. Continue informational meetings, highlighting different subject areas.

Analyze state testing results to inform development of Single Plans for Student Achievement. Implement revised K-12 formative and summative assessments and assessment/pacing calendars. Implement new state test to assess English proficiency (English Language Proficiency Assessments for Californians [ELPAC]).

Notes

CCSS Domains Professional Development

2013-14 Learn about new standards and how they contrast with former standards (site-based study, SBCEO workshops). Math K-5: Train in new pedagogies (Factswise, Number Talks, visual representation and word problem types) to build foundational “number sense” skills (progressions in Number and Operations in Base Ten). 6-12: Create curriculum “map” for new instructional sequence. 6-12: Train in new pedagogies and in expectations for student success. ELA/ELD K-12: Implement professional development (Kate Kinsella) for accelerating academic vocabulary acquisition (with fluency essential to reading comprehension).

Professional Learning Communities

2014-15 Math K-5: Refine new pedagogies to build foundational number sense skills.  Train staff in progressions in operations and algebraic thinking to build understanding of variables, expressions and equations. 6-12: Refine pedagogies for new math sequence.

Science K-12: Provide training on State Board of Education-adopted Next Generation Science Standards.

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Continue implementing Professional Learning Communities across the system incorporating the following elements: o Common assessments with common performance standards o Archived results accessed through Measures o Protocols for analyzing results that lead to timely intervention o A review of results of intervention o Continued training in Measures data analysis system, as needed

K-8: Provide training for newly adopted math materials.

ELA/ELD K-12: Build teacher skill system-wide to maximize purposeful academic dialog between students (multiplying student opportunities to engage content).  Build internal capacity for teachers to lead professional development (e.g. teachers on special assignment).

K-8: Train staff on changes to Coherent Writing Program.

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2015-16 Math K-5: Continue training in pedagogies for progression of number and operations in base ten and progressions in operations and algebraic thinking.  Train staff in progressions in measurement and data to solve problems.

Revise PLC process to include analysis of student work scored “holistically” using a rubric (vis-àvis multiple-choice tests). Provide ongoing training in entering rubric-scored data into Measures.

ELA/ELD K-12: Provide updated training as needed on how to maximize studentto-student academic dialog including training on new materials.

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Use PLC process to evaluate grade level/department results for the annual Measurement of Academic Performance and Progress (MAPP). Update teachers and administrators on PLC processes at a summer retreat.

2016-17 Math K-5: Continue training in pedagogies for progression of number and operations in base ten, progressions in operations and algebraic thinking and progressions in measurement and data  Train staff in progressions in geometry to develop spatial reasoning 9-12: Train teachers on new SBEadopted programs. Science Provide training on first of three K-3 Science Matters units.

Use updated PLC processes to evaluate grade level/department results for the annual Measurement of Academic Performance and Progress (MAPP).

Notes

CCSS Domains Instructional Resources

2013-14 Math  Review/revise existing instructional materials under the guidance of Teacher on Special Assignment (K-5) and others.  Review State Board of Education (SBE)-adopted math materials (K-8) in consideration for purchase in 2014-15 or 2015-16. English Language Arts  Review/revise CUSD K-8 Coherent Writing Program; work to expand program to grades 9-12, purchasing new materials, as needed.  Purchase additional expository reading resources that provide topical information (e.g. news magazines).  Implement Academic Vocabulary Toolkit (Kinsella) for grades 5-8 to accelerate acquisition of key vocabulary. Science  Implement comprehensive units and assessments for Science Matters, grades 4-6.

Technology

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Evaluate each site’s capacity to administer online assessments; purchase computers/headsets and related equipment, as needed. Conduct a simulation of state test to ensure functionality of multiple users. Participate in spring 2014 field test. Provide training to staff on state test administration. Increase students’ facility with keyboarding and mouse skills for efficient test-taking online.

2014-15 Math  Review/select new K-8 publisher’s program for implementation in 2015-16.  Review prospective new materials for high school mathematics.

2015-16 Math  Purchase new high school mathematics materials.

English Language Arts  Review current inventories of multiple copy “source” literature; purchase new/additional volumes, as needed.  Purchase revised Academic Vocabulary Toolkit (Kinsella) grades 3-5 to accelerate acquisition of key vocabulary.  Develop instructional units that integrate CCSS across curricular areas and corresponding assessments.  Implement revised Coherent Writing Program K-8 and complete instructional design for grades 9-12.

English Language Arts  Review and select State Board of Education (SBE)-adopted K-8 publishers’ programs for reading and ELD for consideration of purchase in 2016-17.  Review and purchase non-SBEadopted expository reading resources (news magazines).  Implement cross-curricular instructional units applying Guided Language Acquisition Design (GLAD), K-5. Science  Complete one Science Matters unit each for grades K-3.

2016-17 English Language Arts  Purchase new SBE-adopted K-8 publisher’s program for reading and ELD.  Refine cross-curricular instructional units applying Guided Language Acquisition Design (GLAD), K-5. Science  Review SBE-adopted K-8 publishers’ programs for science for consideration of purchase in 2017-18.  Review prospective grades 9-12 publishers’ programs.  Implement completed Science Matters unit one grades K-3; commence work on second unit.

Science  Review/refine grades 4-6 Science Matters units.  Complete planning for development of first (of three) K3 Science Matters units.

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Re-evaluate sites’ capacity to administer online assessments; purchase additional equipment as needed. Administer California’s Measurement of Academic Performance and Progress (MAPP), spring 2015. Establish words-per-minute (WPM) benchmarks, K-8, for keyboarding. Expand access (e.g. tablets, laptops) to school and homebased online resources that allow students to “research” and write about topics specified in each subject area.

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Revise District’s formative and summative assessments to be administered online with results entered in Measures; consider inclusion of state’s optional formative assessments in District system. Implement required assessments for keyboarding speed, K-8. Formalize home use of online tutorials for students, as alternatives to “traditional” homework.

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Review/revise online tutorials and select new programs as needed. Purchase new technology as needed, for instructional and assessment purposes.

Notes