Year 1

Awareness/Capacity Building

Year 2

Transition/Implementation

Year 3

Monitor and Sustain

· understand instructional shifts (3 ELA & 3 math),

· reflect (formally & informally) on practices and instructional gaps,

· engage in examining the new standards in depth,

· evaluate resources,

· determine what curriculum materials are needed at each grade level to implement CCSS,

· strengthen curricular units with attention to shifts,

· develop instructional planning guides/framework, and

· establish process for sharing internal and external model lessons and best practices.

· transition instruction to CCSS (i.e., edit units of instruction to reflect the demands of text complexity, writing that includes citing evidence, mathematical practices, revise the pacing to "slow down" and focus on understanding over coverage in both ELA and math, etc.);

· focus on building academic vocabulary across all disciplines,

· offer professional development to support transition,

· facilitate strong teacher collaboration (through highly functional PLCs) to build instructional capacity,

· increase the amount of informational reading and writing that will be expected of students across disciplines,

· provide adequate time and appropriate resources,

· conduct quarterly teacher surveys to assess knowledge, understanding, and comfort in implementation of CCSS, and

· prepare students for statewide testing change from LEAP/GEE to PARCC assessments.

· refine and implement rigorous curricular units,

· begin full implementation of instruction based on demands of CCSS, and

· fully immerse students in the new curriculum.