brian pick, chief, teaching and learning office, district of columbia public schools on common core...

DCPS Overview

45,000 Students

4,000 Teachers

113 Instructional Coaches

49.5% of students proficient on the 2013 Math DC CAS

47.4% of students proficient on the 2013 Reading DC CAS

2District of Columbia Public Schools | August 21, 2013

DCPS Common Core Implementation

Guiding Principles for Common Core Implementation

• Fully support a few key priorities• Thoughtful implementation

Focus

• Student experience (PS-12 and Ward-to-Ward)• Structures, supports, and resources

Alignment

• Raise the floor without creating a ceiling

Quality / Unleashing Greatness



Embedding the CCSS in our Work: The DCPS Teaching & Learning Framework



Common Core Rollout Across the Framework

5

Close Reading Modules

Unit Overviews

Scope and Sequence Learning

Cycles

DataCycles

Paced Interims

Instructional Coaches

District-Wide PD

District of Columbia Public Schools | August 21, 2013


Common Core-Aligned Curriculum



7

DCPS’ Curriculum Strategy



Scope and Sequence DocumentsScope and Sequence Documents

Units of StudyUnits of Study

ResourcesResources

Unit AssessmentsUnit Assessments

8

Fundations

CCSS Unitsand Texts

Morphology Curriculum

Guided Reading Launch Guided Reading Libraries

EBSCOAnchor Texts

and Document Cameras

Writing Curriculum Writing PD

Common Core ELA Resources

SY11–12 SY13–14SY12–13

Resources by Year



9

Curricular Materials Overview



Scope and Sequence

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Close Reading Modules

10

Connections to the Core (1/3): Scope and Sequence Themes at each grade level that reflect social studies

and science content

Many standards appear in every unit:

Thoughtful placement of remaining standards

Alignment of standards in grade bands



11

Connections to the Core (2/3): Unit Overviews

Combination of informational text and literature in each unit

Wide range of complex texts

Focus on academic language (Tier 2 words)

Focus on evidence-based response writing



12

Based on a complex “anchor text” from unit overview

Builds toward one culminating question - evidence based writing

A focus on reading closely and deeply: multiple rereads for different purposes across multiple class periods

Text-dependent questions at multiple levels that build to key understandings

Tier 2 target words and daily follow-up activities

Multiple opportunities for students to actively engage in reading, writing, speaking and listening



Connections to the Core (3/3): Close Reading Modules

Common Core-Aligned Professional Development



14

The Cycle of PD Through the Instructional Window

Unit 1

PD Day 1

AM: Data Cycle

PM: Literacy Shift

Collaborative Learning Cycle

Unit 2

PD Day 2

AM: Data Cycle

PM: Math Shift

Unit 3

• A “deep dive” on topics launched on PD day

• Led by a coach for 6-8 teachers



15

Secondary ELA District-Wide PD Roadmap, 2011-2013

Summer PD Day #1 PD Day #2 PD Day #3 PD Day #4

2011-

2012

Text Matters: Complex Text and the Common Core

Shared Reading

Differentiated Reading

Vocabulary Development

Analyzing Text Evidence-based Responses

2012-

2013

Planning with Complex Text

Close Reading Modules and Student Evidence Based Responses

Module-Based Data Analysis: Student work as teaching & learning tool

Gradual Release: Moving towards Independence with Complex Text



16

Instructional Coaching and PD Best Practices

includes active learning experiences for teachers, such as planning, discussing, and practicing

is job-embedded

connects to a framework or curriculum

Professional Development is most effective when it : Professional Development is most effective when it :

Selected research: NSDC Technical Report, 2010; Loucks-Horsley, Hewson, Love & Stiles, 1998; Porter, Garet, Desimone, Yoon, & Birman, 2000; AERA, 2005; Ancess, 2000; Borko, 2004; Wood & Killian, 1998; Wood and McQuarrie, 1999; Joyce & Showers, 1995; Corcoran, 1995

is sustained over time

includes follow-up

is specific and intensive

fosters collaboration



Collaborative Learning Cycles At a Glance

Focus on the Common Core State Standards in ELA and the instructional practices that best support them

Address key ideas taught on PD Days

Intensive cohort-based learning experience designed to foster collaboration and develop teacher capacity

Includes weekly cohort meetings, classroom support, and debriefs



17

Learning Cycles Survey: Responses of 900+ Teachers

5 4 3 2 10%

10%

20%

30%

40%

50%

60%

50.5%

33.0%

11.0%

3.6% 1.6%

On a scale of 1-5, how effective was the Learning Cycle in improving my

teaching?

5 4 3 2 10%

10%

20%

30%

40%

50%

60%

44.7%

35.0%

13.8%

4.6% 4.5%

On a scale of 1-5, how effective was the Learning Cycle in improving my

students' learning?

Over 80% of responders agree or strongly agree the Learning Cycle has improved their teaching and student learning (scoring it a 4 or 5)



Common Core-Aligned Assessments



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An Assessment for Each Instructional Window


IW 1IW 1 IW 2IW 2 IW 4IW 4 IW 5IW 5IW 3IW 3PIA 1

PIA 1

PIA 2

PIA 2

PIA 5*

PIA 5*

DCCASDCCAS

PIA 3

PIA 3


*Note: the final PIA is PIA 5, to align with the name of the Instructional Window

SY 2012-13 Interim Assessment Results (1/2)

21

380 (#1)

430L (#3)

590L (#2)

690L / 620L (#4)

420 (#1)

530L (#3)

570L (#3)

620L (#2)

690L / 700L (#4)

800L (#2)

540 (#1)

650L (#2)

730L / 860L (#4)

880L (#3)

760 (#1)

800L (#2)

980L / 910L (#4)

Grade 2 Grade 3 Grade 4 Grade 5

0%

25%

50%

75%

100%

65%

86%

58%67%

77% 80%

60%

78%74%

88%

52%

37%

55%

70%

55%

72%

49%

Literary Text Performance by Lexile Level for Students Proficient on TRC (PIA/ANET 1–4, Stds. 1 and 2)

Lexile (PIA #)

Ave

rage

% C

orre

ct



SY 2012-13 Interim Assessment Results (2/2)

22

Key

Idea

s &

Det

ails

Craft

& S

truc

ture

Inte

grati

on o

f Kn

owle

dge

& Id

eas

Key

Idea

s &

Det

ails

Craft

& S

truc

ture

Inte

grati

on o

f Kn

owle

dge

& Id

eas

Key

Idea

s &

Det

ails

Craft

& S

truc

ture

Inte

grati

on o

f Kn

owle

dge

& Id

eas

Key

Idea

s &

Det

ails

Craft

& S

truc

ture

Inte

grati

on o

f Kn

owle

dge

& Id

eas

Grade 2 Grade 3 Grade 4 Grade 5

0%

25%

50%

75%

100%

69% 66% 63%73% 70% 66%

57% 56%50%

63%53% 53%

Performance on Literature Text by Content Strand for Students Pro-ficient on TRC (PIA/ANET #1–4)

Strand (Key Ideas: Stds 1–3, C&S: Stds 4–6, IK&I: Stds 7–9)

Avg

. % C

orre

ct



23

What’s next for DCPS ?

Looking Ahead


School Year 2013–2014


24

Four Focus Areas to Increase Literacy Achievement



2211 33 44Phonics &

WordMorphology

Close ReadingSmall Group

Literacy Instruction

Writing

Elementary Focus Areas Secondary Focus Area

Aligned Professional Development

25

Teachers

School Leadership

Instructional Coaches

Close Reading

Small Group Literacy

Instruction

Phonics & WordMorphology

Focus Area Audience Professional Development

Leadership Academies

Cluster Meetings

District-Wide PD

Collaborative Learning Cycles

Teacher Institutes

Academic Leadership Team Meetings

Coach Training



Writing

Aligning Assessments to Focus Areas

26

Focus Areas

Phonics & Word MorphologyPhonics & Word Morphology

Close ReadingClose Reading

Small Group Literacy InstructionSmall Group Literacy Instruction

DIBELSDIBELS

PIAPIA

TRCTRC

Aligned Formative Assessment

WritingWriting Student Work SamplesStudent Work Samples



27

Putting it All Together: SY13–14 Calendar


October 2013Monday Tuesday Wednesday Thursday Friday

1 2 3 4

7 8 9 10 11

14 15 16 17 18

21 22 23 24 25

28 29 30 31

PIA 1 Window

PIA 1 Window

Teacher Institutes

Instructional window 2 beginsLearning cycle 2

begins

PD Day 1Columbus Day

No School

Instructional Coach Training Leadership Academy

Academic Leadership Team Trainings (by focus area)


brian pick, chief, teaching and learning office, district of columbia public schools on common core...

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