Network for Quality Teaching and Learning (HB3233) Educator Effectiveness and Common Core State Standards District Application for Funds

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Moris Nicholson
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Network for Quality Teaching and Learning (HB3233) Educator Effectiveness and Common Core State Standards District Application for Funds The purpose of the EE/CCSS Strategic Investment funds is to

1 Network for Quality Teaching and Learning (HB3233) Educator Effectiveness and Common Core State Standards District Application for Funds The purpose of the EE/CCSS Strategic Investment funds is to help build school district capacity for high quality professional learning to support implementation of Educator Effectiveness (SB290/ESEA Waiver) and the Common Core State Standards to improve educator practice and student learning. Districts participating in the EE/CCSS Professional Learning Conferences may complete and submit this form with an attached budget worksheet and narrative for approval between January 2, 2014 and May 1, Please send all forms to Sarah Phillips ( fax: (503) ; or, U.S. mail: Office of Learning, ATTN: Sarah Phillips, 255 Capitol St. NE, Salem, OR ). Districts can expect funds will be available in EGMS, upon approval, within three weeks of submission. All funds must be spent by June 30, District Name: Lebanon Community School District Please address the following questions in your narrative. (expand the number of pages as needed): 1. Describe how the Standards for Professional Learning (Learning Communities, Leadership, Resources, Data, Learning Design, Communication) informed your application. Learning Communities: We have both horizontal (grade level) and vertical (spanning 3 grades) learning communities at all levels, K-12, and we have regular meeting times for our learning community work. The need for these teams to meet and develop performance tasks aligned to the common core is a central theme of our application. Leadership: We have both teacher leaders and principals facilitating our learning community work. We created a CCSS leadership team comprised of both teachers and administrators to lead this work in our district. Resources: We have used both building and district resources to provide the time and training our leaders and teams need to facilitate this work. Data: We are a data-driven organization and are continually analyzing data from our formative and summative assessments that we use in our district to determine where interventions and extentions are necessary. Learning Designs: We are using the research from John Hattie s work (Visible Learning) to help guide our work. We are also accessing resources and research that was used to build the Engage NY CCSS curriculum. Communication: We are constantly communicating our progress to all stakeholders. We have designed our training based upon feedback from a survey of staff. We also use Google Aps to collaboratively create, share, and store all of our documents for the CCSS so that teachers can access the materials easily when they need them. 2. What is the focus of your professional learning activities in this application (e.g. standards/rubric training for teachers and principals; subscription resources, e.g. Teachscape, TalentEd, PD 360; Inter-rater reliability training; creating CCSS aligned materials and resources; utilizing regional coaches; release time for peer observations, creating assessments, and other research based practices that support your districts full implementation of EE and CCSS.)? Standards/rubric training for teachers and principals Inter-rater reliability training

2 Creating CCSS aligned materials and resources Creating assessments 3. What are your district s goals for use of these funds and what outcomes do you expect for the school year? Move from Standard-referenced to Proficiency -based grading. Develop rubrics for all performance tasks that are aligned to the CCSS. Train teachers on the implementation of CCSS rubrics. Align all common assessments to the CCSS. Standards for K-12 in ELA and Math will be unpacked and mapped/paced. AVID strategies will be implemented throughout grades How will you leverage other funds to support this work? We will use Title IIA funds, Title I funds, Tier II ESD funds, and general education funds to support this work. We believe aligning our curriculum to the CCSS standards and developing effective educators is the most critical work we can be engaged with at this time. We are using resources from all of these funds to support this work. 5. Please describe the steps (who, what, and when) your district will take to focus on and strengthen your professional learning to support implementation of EE/CCSS Board will be presented a Standards-Referenced Policy for grading by the Superintendent by August Identify and adopt rubrics for CCSS for K-12 grade levels. Identify 2, at a minimum, performance tasks for math and ELA for K-12 grade levels, which District level teams will complete by June Establish and train a teacher team for the purpose of becoming local experts in the practice of proficiency-based grading. Secondary teachers will unpack and map standards for ELA and math. Create or identify and adopt rubrics for performance tasks aligned to CCSS. Train K-12 teachers on CCSS rubrics. Establish grade level teams with representation from across the district to design or identify and adopt common assessments aligned to the CCSS. Implement AVID strategies in grades Continue to support and train teachers on SLGs (SMART goals).

3 Required Assurances The district assures and certifies compliance with ail regulations, policies, and requirements as they relate to the acceptance and use of state funds. The district agrees to carry out the project as proposed in the application. District Superintenldenfc's3igTiature

4 Budget Worksheet Function Improvement Support Support School Support Support Staff Services Staff Community Total by Object of Instruction Services Services Administration Services Services Teacher Services Services Services Instructional Instructional (24XX) Business, Fiscal, Central Advancement, Technology (30XX) Activities (221X) Staff: Staff Transportation Recruitment, Services Planning, Assessment (2240) (25XX) Research, Retention (2660) and Testing Development, (2640) (2230) Evaluation Object (2620) 1. Licensed Salaries (111) 2. Classified Salaries (112) 3. Administrative Salaries (113) 1. Substitute 6,000 3,740 9,740 Salaries (12X) 2. Additional 4,000 2,000 6,000 Salaries (130) 3. Benefits (2XX) 3,340 1,920 5, Instructional, Technical, and Professional Services (31X) 5. Travel (340) 1,000 18,564 19, Communication (350) 7. Non- Instructional Professional and Technical Services (38X) 8. Instructional 2,500 2,000 4,500 Supplies and Materials (4XX) 9. Dues and Fees (640) Total by Function 16,840 28,224 45,064

5 1. Licensed Salaries Budget Narrative: Please describe each line item from the budget worksheet as specifically as possible in the table below 2. Classified Salaries 3. Administrative Salaries 4. Substitute Salaries 5. Additional Salaries Substitutes used for staff to attend conferences and release for the CCSS/EE Team to design professional development for grade level and content are teams Extra duty hours for team members to prepare and follow up with in-district professional development 6. Benefits 7. Instructional, Technical, and Professional Services 8. Travel Travel to conference in Portland and Los Angeles 9. Communication 10. Non-Instructional Professional and Technical Services Additional Comments:

6 Network for Quality Teaching and Learning (HB3233) Educator Effectiveness and Common Core State Standards District Reporting on Use of Funds District Name : Lebanon Community School District Please provide a summary that describes how the EE-CCSS Strategic Initiative funds were used to support professional learning for Educator Effectiveness/Common Core State Standards implementation in your district. This information will be reported to the State Legislature and posted on the ODE website. Abstract (3-5 sentences): The EE-CCSS Team conducted a survey of all certified staff in the area of common core implementation, common assessments aligned to Smarter Balanced and the districtwide engagement strategies. With this information, we designed professional development for grade level and content area teams using district early release days and teacher leaders. Please indicate the number and types of educators that were involved in implementation in your district: Categories of Educators # Elem # Middle #High School #District District Administrators 2 Building Administrators.5 *K-8 th.5 *K-8th 1 Subject Area Teachers (specify content) Teachers of CTE Teachers of Special Education Teachers of English Learners Specialists, Librarians, Counselors, other Student Services Exclusive Bargaining Units representing teachers Please describe any collaborative structures for professional learning developed or enhanced to support implementation of EE/CCSS in your district with these funds. We will have teacher leaders at each grade level lead with the support of a principal. The teacher leaders are part of the EE/CCSS team and will meet monthly to differentiate their instruction and design the next step to the common goal of the team. This team aligned the goal with the district priorities and designed a three year plan. What lessons learned/models/examples can you share with other districts? Designing internal professional development to ensure all teachers have a basic understanding and skill set.

Vision: Creating equitable access to CCSS content for

Rubric Calibration Math Performance Tasks Math

Tasks Rubric Callibration Performance Task in Pinnacle

ELA Curriculum Map/Pacing Guide/ Unpacking CCSS

Assessments Proficiency Based Grading 2013-14 Pinnacle

Riverview Board Policy reflective of standards based

gradebook in all schools grades 1st-12th Develop a group

7 Vision: Creating equitable access to CCSS content for all Lebanon students Performance Tasks & Curriculum Step Up To Writing (Dist. PD) Unpacking ELA CCSS Standards ELA Performance Tasks Rubric Calibration Math Performance Tasks Math Performance Tasks Rubrics Math Performance Tasks Rubric Callibration Performance Task in Pinnacle Math Curriculum Map/ Pacing Guide/ Unpacking CCSS Standards Smarter Balanced (Dist. PD) ELA Adoption Implement new ELA Adoption ELA Curriculum Map/Pacing Guide/ Unpacking CCSS Standards Step Up To Writing Common Formative Assessments Proficiency Based Grading Pinnacle gradebook in Pioneer, Hamilton Creek, Cascade and Riverview Board Policy reflective of standards based grading Attach standards to assignments Pinnacle gradebook in all schools grades 1st-12th Develop a group of people as Proficiency based grading "experts" Full implementation of Pinnacle Content area implement profiency grading throughout the district

Vision: Creating equitable access to CCSS content for all Lebanon students Every teacher is expected to know the Common Core standards being taught in their grade

Pinnacle to report to parents. In order to achieve this, every teacher needs to be involved in the process.

CCSS District Team Who: 1 teacher from each grade level and representatives from every building 2 meetings per month: (1) 4 hour meeting-decisions (1) 1 hour

8 Vision: Creating equitable access to CCSS content for all Lebanon students Every teacher is expected to know the Common Core standards being taught in their grade level, the order in which they are taught, the appropriate formative and summative assessments, be calibrated in the common rubric and enter these scores into Pinnacle to report to parents. In order to achieve this, every teacher needs to be involved in the process. To this end, we will flatten the communication flow by having two teams doing this work. CCSS District Team Who: 1 teacher from each grade level and representatives from every building 2 meetings per month: (1) 4 hour meeting-decisions (1) 1 hour meeting-planning Lead Grade Level Teams with an administrator District Grade Level Teams Who: Every teacher in that grade level 1 meeting on every third Wednesday Early Release Purpose: Pacing Guide, Curriculum Alignment, Performance Tasks, Common Rubrics, Standards Referenced Grading, Prepare for Smarter Balanced

LEAD AGENCY MEMORANDUM OF UNDERSTANDING

LEAD AGENCY MEMORANDUM OF UNDERSTANDING The Memorandum of Understanding (MOU) describes and confirms an Agreement between Lincoln Public Schools / Lincoln Community Learning Centers (CLC) and. The purpose