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CCSS Implementation in a Principled Manner @ Fountaindale School for the Arts and Academic Excellence Artifact Description Unpacking

Standards: To implement the CCSS with fidelity requires a close read of the standards and appendices. In an effort to further understand the specific expectation of each standard, teachers unpacked the standards by identifying the verbs, nouns, and modifiers. This led to a professional conversation around WHAT was expected and HOW mastery would be demonstrated. Scrolls: After reading Charlotte Danielsons Framework for Teaching -Domain 1: Planning and Preparation, our teachers identified a need to plan differently! We were disturbed and this led to the arrangement of learning through Big Ideas. Grade level teams dove into the standards, wrote big ideas on post-its, had conversations about what made sense, and developed a year-long map of curriculum plans. EUs and EQs: Standards are unpacked. Now what? What do the students really need to know and understand? Teachers worked diligently to create Enduring Understandings and Essential Questions that would be the foundation of all learning within units and learning experiences. These have become the simple statements that help make the learning meaningful and transferable. CES Principles
o o o o o o o o o Learning to use ones mind well Less is more, depth over coverage Goals apply to all students Personalization Student-as-worker, teacher-ascoach Demonstration of mastery A tone of decency and trust Commitment to the entire school Resources dedicated to teaching and learning Democracy and equity Learning to use ones mind well Less is more, depth over coverage Goals apply to all students Personalization Student-as-worker, teacher-ascoach Demonstration of mastery A tone of decency and trust Commitment to the entire school Resources dedicated to teaching and learning Democracy and equity Learning to use ones mind well Less is more, depth over coverage Goals apply to all students Personalization Student-as-worker, teacher-ascoach Demonstration of mastery A tone of decency and trust Commitment to the entire school Resources dedicated to teaching and learning Democracy and equity

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Artifact

Description Unit Planning Process: We have a scroll of the year now what? The old scope and sequence provided from our county would not workFountaindale needed to change the way we arranged for learning. Understanding by Design was the answer to this dilemma: Stage 1- Desired Results, Stage 2- Assessment Evidence, Stage 3Learning Plan. Many different planning templates were developed. This year, a process for developing a unit using UbD has helped grade levels collaborate/plan. Assessment Photo Albums: All end of unit assessments have always been created by our county. Now, we have the freedom, and responsibility, to design assessments based on the standards of our own units! We use a photo album approach to assessing students both at the end of a unit and throughout a unit, as opposed to just a snapshot of their learning. Learning Experiences: What really matters are our students learning? Fountaindale has shifted from a place of doing to a place of learning! Our students are engaged in meaningful learning experiences with clear and high expectations. There is coherence in what they just learned, are learning now, and will learn next! The teachers are empowered to make professional decisions based on knowledge of the standards and the students are equipped to demonstrate mastery!

CES Principles
o o o o o o o o o Learning to use ones mind well Less is more, depth over coverage Goals apply to all students Personalization Student-as-worker, teacher-ascoach Demonstration of mastery A tone of decency and trust Commitment to the entire school Resources dedicated to teaching and learning Democracy and equity

Notes

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Learning to use ones mind well Less is more, depth over coverage Goals apply to all students Personalization Student-as-worker, teacher-ascoach Demonstration of mastery A tone of decency and trust Commitment to the entire school Resources dedicated to teaching and learning Democracy and equity Learning to use ones mind well Less is more, depth over coverage Goals apply to all students Personalization Student-as-worker, teacher-ascoach Demonstration of mastery A tone of decency and trust Commitment to the entire school Resources dedicated to teaching and learning Democracy and equity