BALTIMORE CITY

PUBLIC SCHOOLS

Literacy Design Collaborative & the Common Core State Standards

Implementation Plan

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BALTIMORE CITY

PUBLIC SCHOOLS

Connecting Instructional Bodies of Work

Academic Priorities

Rigor, Engagement and

Intervention

Common Core State StandardsMathematics,

English Language Arts and Content

Literacy

Teacher Effectivenes

sInstructional Framework and Rubric

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TASKS

QUESTIONS

FEEDBACK

WH

ATHO

W

BALTIMORE CITY

PUBLIC SCHOOLS

What work have we done to support Common Core implementation to date?

•Participated in monthly professional development centered on an overview of the standards, the PARCC assessment, and strategic planning for school implementation

•Created an initial Action Planning tool outlining their school’s transition process to the CCSS embedded within their school performance plan

School Leaders

•Participated in professional development focused on an in-depth study of the English Language Arts/Literacy and Mathematics standards

Teachers

•Participated in monthly professional development centered on the standards overview, the PARCC assessment, and strategic planning for providing district office support

•Created and revised professional development opportunities for school-based staff around the Common Core focus areas

District Office

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BALTIMORE CITY

PUBLIC SCHOOLS

What are our expectations for Common Core Implementation?

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Produce artifacts that reflect the rigorous demands of the Common Core State Standards

SCHOOL LEADERS

• Create structures that allow staff to engage in the Common Core in a collaborative environment

TEACHERS

• Implement rigorous tasks and engage in collaborative planning anchored in the analysis of student work

STUDENTS

• Actively engage in differentiated learning opportunities that promote ownership of learning

BALTIMORE CITY

PUBLIC SCHOOLS

Connecting Instructional Bodies of Work

Academic Priorities

Rigor, Engagement and

Intervention

Common Core State StandardsMathematics,

English Language Arts and Content

Literacy

Teacher Effectivenes

sInstructional Framework and Rubric

5

TASKS

QUESTIONS

FEEDBACK

WH

ATHO

W

BALTIMORE CITY

PUBLIC SCHOOLS

Connecting Bodies of Work:Making the Connection

ARTIFACTS SUPPORTING COMMON CORETasks Questions Feedback

ACADEMIC PRIORITIES

Rigor

Is the work complex and grounded in

substantive content?

Do questions challenge students to pursue higher order

thinking?

Does feedback challenge students to

engage with the complexity of the

work?

Engagement

Are students active participants? Do students engage

with each other in academic work?

Do students have the opportunity to engage

each other in academic talk?

Does feedback provide students with an

opportunity to revise their responses?

Intervention

Do students receive differentiated tasks?

Do questions help support student

understanding and extend student

learning?

Does feedback translate into student

learning?

BALTIMORE CITY

PUBLIC SCHOOLS

What areas of the Common Core State Standards did we decide to focus on in Sy

2011-12?7

English Language Arts and Literacy

• Informational Reading & Writing (Reading and Writing Standards for Informational Text K-5, 6-12)

• Foundational Skills (Reading Standards: Foundational Skills K-5)

• Content Literacy (6-12) (Reading Standards for Literacy in History/Social Studies, Science and technical Subjects 6-12)

Mathematics

• Focus on Standards of Mathematical Practice

• Problem solving• Creating viable arguments• Attention to precision• Reason abstractly• Modeling• Use tools strategically• Use structure• Regularity in repeated

reasoning (Standards for Mathematical Practice K-12)

6-12

K-5

BALTIMORE CITY

PUBLIC SCHOOLS

Common Core Opt-In Supports for SY 11-12

Strategic supports provided on a school-wide opt-in basis at no financial cost to schools

Schools opting-in will have access to: Common Core aligned professional development, and a math, ELA, science and social studies unit of study for

each grade levelClearly established expectations for opt-in

schoolsSchools opting-out must provide evidence of

their work in advancing the Common Core through PD and curriculum in their School Performance Plans

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BALTIMORE CITY

PUBLIC SCHOOLS

Secondary Content Literacy & the CCSS

Literacy Design Collaborative Modules2011-12: One per grade level per content area

Middle School: English/Language Arts, Science, and Social Studies

High School: English I-IV, U.S. History, Government, World History, Biology, and Chemistry

2012-13: Two per grade level per content area (ELA- Four)

2013- 14: Four per grade level per content area

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BALTIMORE CITY

PUBLIC SCHOOLS

LDC Pioneer Implementation- Fall 2011

One teacher per module will pioneer a selected module

The pioneer teacher will be supported by a team made up of representatives from the District Office- Academic Content Liaison (ACL), Special Education Liaison (SEL), ESOL Mentor Teacher

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BALTIMORE CITY

PUBLIC SCHOOLS

Pioneer Team Responsibilities SY 2011-12

“Tweak” an LDC module for Fall 2011 implementation

Implement module and collect student work by December 12

Work with LDC team to score student workRevise LDC module for City School’s rollout in

JanuaryHelp plan and facilitate January & April

systemic professional developmentsPlan and implement an LDC Professional

Development Course

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BALTIMORE CITY

PUBLIC SCHOOLS

Pioneer Team ResponsibilitiesSummer 2012

Help Plan and Implement LDC Summer Academy

Attend LDC Pioneer Academy Review and edit LDC modules from SY2011-12 Begin writing process for new LDC modules

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BALTIMORE CITY

PUBLIC SCHOOLS

What does the LDC look like for the teacher?

The LDC framework allows teachers to set goals for their students and provides a pathway to make those goals a reality in a clear, step-by-step manner.

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BALTIMORE CITY

PUBLIC SCHOOLS

6th Grade Social Studies Task

How does religion impact the lives of its followers? After reading and analyzing selections from “World Beliefs and Cultures: Islam,” write an essay in which you define “monotheism” and “polytheism” and explain which form of religion Islam is and how Islam impacts the lives of people in Islamic communities. Support your discussion with evidence from the text.

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BALTIMORE CITY

PUBLIC SCHOOLS

Our Path - The Instructional Ladder15

BALTIMORE CITY

PUBLIC SCHOOLS

The Instructional Ladder16

BALTIMORE CITY

PUBLIC SCHOOLS

Our Products17

BALTIMORE CITY

PUBLIC SCHOOLS

Impact on Instruction

Common Core alignmentGetting off of the “Content Conveyor Belt” -

significant amount of instructional time committed to delving deeper into a topic.

Concrete evidence of non-ELA classes directly impacting literacy achievement

Meaningful collaboration across content areas using the same vocabulary and process

Conversations about data have a new dimension

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BALTIMORE CITY

PUBLIC SCHOOLS

Impact on Students

Building “Academic Stamina” Student to student academic conversations

based on the content and the writing processStudent buy-in, self reflection and prideIncreased retention of content Increased student achievement as process is

repeated within and across content areas.

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BALTIMORE CITY

PUBLIC SCHOOLS

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