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San Dieguito UHSD. One District’s Journey Toward The Common Core. Dr. Michael Grove, Associate Superintendent of Educational Services Brian Shay, Co-Chair Canyon Crest Academy, HS Lead ToSA Katie Martinez, Co-Chair Canyon Crest Academy, HS Curriculum Developer.

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san dieguito uhsd

San Dieguito UHSD

One District’s Journey Toward The Common Core

Dr. Michael Grove, Associate Superintendent of Educational Services

Brian Shay, Co-Chair Canyon Crest Academy, HS Lead ToSA

Katie Martinez, Co-Chair Canyon Crest Academy, HS Curriculum Developer

key curricular decisions
Key Curricular Decisions

Integrated or Traditional Approach?

  • All Math teachers educated on options via meetings & PD sessions
  • Site departments made independent recommendations via chairs
  • Unanimous recommendation to move to Integrated approach

What Courses to Offer and in Which Order?

  • Chairs, ToSA’s, Principals brainstormed options
  • Four options presented to all teachers via PD sessions
  • Departments discussed and made suggestions/revisions
  • Counselors/Sped/EL/Parents/Feeders provided input
  • Site departments made independent recommendation via chairs
  • Resulted in 3 tier (Intervention, CP, Honors) pathways with flexible entry/exit points
instructional materials
Instructional Materials

Selection of Instructional Materials:

  • Site & committee review/piloting of potential materials (Oct-April)
  • Publisher presentations - Jan 2014
  • Site depts & committees made independent recommendations
  • March 2014: Chairs/Ed Serv review recommendations - unanimous decision to “home grow” using Utah MS Math Project & Mathematics Vision Project
  • Community review sessions prior to Board adoption

Instructional Materials Development and Customization:

  • ToSA Curriculum Developers (Spring/Summer = 10 FT/Fall = 2 FT + 4 PT)
  • Description of customization process
  • Description of Instructional Materials products
  • Teacher and Student/Parent support websites
teacher professional development
Teacher Professional Development

2013-14 School Year:

  • Four part-time Math ToSA’s
  • 5-6 mandatory district-level PD days for all Math & Sped teachers
    • CCSS structure & content
    • SMP’s/Instructional shifts
    • Curricular decision-making
  • Ongoing site-based PLC collaboration & outside PD opportunities

2014-15 School Year:

  • 8 part-time ToSA’s/ 2 full-time & 4 part-time Curriculum Developers
  • District-level PD days coupled with site-based instructional coaching:
    • Support of new instructional materials/scope & sequence
    • Comprehensive Mathematics Instruction framework/Instr. shifts
    • Group/task facilitation, assessment/calibration, content (stats/Geo)
  • Ongoing site-based PLC collaboration & outside PD opportunities
ongoing support for teachers
Ongoing Support for Teachers
  • Formal professional development
  • Site-based instructional coaching
  • Site-based PLC process/collaboration
  • Teacher resource website
  • Formal & informal feedback processes (PD, surveys, web edits, etc.)
  • External PD opportunities
admin staff pd ongoing support
Admin/Staff PD & Ongoing Support
  • PD for Counselors on course sequences
  • PD for site admin on instructional shifts/SMP’s
  • Districtwide CCSS-aligned observation rubric
  • PD for site admin on observation rubric
  • Calibration observations with ToSA’s & admin
  • Sites examining bell schedules to incorporate more PLC and student support time
community pd ongoing support
Community PD & Ongoing Support
  • Community CCSS Outreach Meetings
    • HS, MS, and Feeder District meetings (20+)
    • Site Admin, Ed Services, ToSA’s
  • Math Info Nights at our Middle Schools
  • Math instructional materials meetings
  • Surveys for all MS and IM1 HS students and families
  • Ongoing Communication & Support:
    • Math support website
    • Supt columns & e-blasts
    • Frequent social media communication
challenges we face
Challenges We Face
  • Time for PD/Collaboration
  • Complacency & resistance to change
  • Resources (fiscal, curricular, & human)
  • Letting go of “transmission model”
  • Parent/Student support resources for Math
  • Instructional mats development & delivery/parent trust
  • Fear among families about kids as “guinea pigs”
  • Immensity of instructional shifts
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