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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


Sduhsd s gradual multi year transition

SDUHSD’s Gradual & Multi-Year Transition


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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