but because they are in the pledges -- implementation stage there is a lot at best to discuss. i'm turn it over to them. >> good evening commissioners and superintendant. thank you for having us here. we are going to speak, try to be very brief here and talk fwou some of the work we've been doing mostly this year in terms of the implementation of the

core curriculum and with the embedded common core state standard. so we'll also touch upon -- an update on the implementation and what the expectation has been for teachers this year and i believe you have with you some samples of some of the tools that teachers have been using as they have made a shift in their instruction. we'll also share with you some of the next steps for implementation. many of you have seen this and this is arrow that outlines our work. we started the work as dr. valentino stated in 2010. that is when we started to build awareness especially with teachers and site communities

and we had many presentations both at sites and principal meetings and other community meetings to create an awareness of the standards. from that we actually started working with communities of teachers which we called at that time the response and development groups and they helped us design the tools that you have in front of you, the curriculum maps, the lesson and unit plans and they were also instrumental in validating the scope and sequence that we had outlined prek-12 for san francisco. in addition, right now we are in the implementation stage. this year was our biggest push in terms of implementation. so what we have been working with teachers for several years on

the ela curriculum, this is the first year where we had participation from most of our sites, from teachers from all of our sites and we had contact with most of our teachers and when i said we had direct contact with them, we didn't have direct contact with them because we had this year a different kind of role out whereas in the past we had teachers working with us with the response and development groups. this year we had them working with us and representing their sites as teacher leaders. so currently we have been working with schools participating in both professional development and planning. and that's elementary and middle school and high schools. we have

been working with 9 central departments in a collaborative we call triple c which is a collaborative and we meet with them two times a month. these are folks from the various departments such as special education, multilingual department, early education and others. we also have been working with 222 participants in an on going way this year. so through different professional initiatives that we have in humanities through content literacy and science and both social science and an approach to literacy that includes professional development that we have on saturday through schools through workshops,

writers work shops and content literacy. >> thank you very much. it's a great honor to be here. we really appreciate this. we want to frame the why and how in terms of where we are in this implementation process. we always like to ground the work in why this work is taking place and this we really emphasize this as you've heard in mathematics as well this coherent learning and there is a great need for that in language arts and the approach as well as the foundations and philosophical approach in the common core, these went together really well and we were able to move in this direction in a very coherent way. then also additionally convened groups of teachers so we that had opportunity to learn a plan

and share within and across sites. so we really have taken advantage of that in this process as well and build the over all center you are that engaged student learning and that we have the opportunity to be explicit about what teachers, families, and students need to know and what we need to help them. in terms of the what? we ground ourselves and anchor ourselves in our scope and sequence which has the common core state standards embedded within and promotes the level of teaching and promotes teacher collaboration. we emphasize the collaboration teacher approach and that is seasonal to work and we believe how important it is to provide that teacher collaboration in terms of

planning, reflection and sharing what works well in instruction. so what is changing clearly what we are asking students to know and be able to do as well as the shift around student outcomes as a focus of instruction. we've been through a lot around this idea have teaching to the standards and what we have done is broken that down to give a progression across the years and that's 8-shift for many of our teachers and administrators and many in the community. we have an additional shift or shift that in addition to what is being asked of by the common score standards and our scope in sequence is the way to ask teachers to plan an organized instruction whether it's something you do alone through collaborative effort so there is thoughtful understanding

which we will bring to the learning. so as far as the implementation and convening team of teachers to plan and reflect, we have provided these opportunities both through professional development and developing the tools that daisy spoke about which you have samples of and we'll talk about exclusive and taking the time to model best practices of adult learning so we have clear understandings of what we expect to see on a regular basis. implementation for us is a shared responsibility. we have the collaboratives as we earlier mentioned. we can't thank our colleagues in the departments of assessment in the achievement office very deep collaboration there as well as with lead all of the assistant superintendants and directors

and middle school and high school have been hugely supportive of this implementation as well as multilingual pathways, special education, early ed and the zone around implementation and we followed multiple tiered and we worked with different sites identified as intensive k-5 and 6-8 and we have teacher leader groups that convene at challenged sites. what do we ask the teachers to do? we have four parts that build in complexity. most teachers are quite comfortable with the narrative. this is review for some of you and it builds to informative planning and argumentation writing and

employing the skills around research in both elementary and middle school and high school. we recognize it's not a writing again era but we revisit that building spiral that is necessary for research. again, we stress the importance of building the community because this implementation is also factors in capacity building at the site and that we have the opportunity to give a certain amount of input and teachers at the site give a lot of learners and in the shift of what we are being asked to do. the common store state standards list several demanding high level shifts. so when we talk about what's different from what we have been doing is around the

balancing informational and literary text so it's literacy in each of the content areas as well as looking deeply at complex texts and learning how to read closely across the grade levels and what that mean for how we read at each of the grade levels and answers and writing from sources and that uses evidence of text which is a huge shift because we heard president fewer mention earlier about the being asked what do you think, right? so being able to marshall evidence and having an analysis and being comfortable doing that is something we start early on from dind -- kinder all the way through 12th grade. and as sfusd focusing on academic conversation and learning how to marshall that evidence

text and building on information amongst your peers is very important. so obviously that means we are moving from basic comprehension to pulling from multiple sources to consider multiple points of view for lenses fixed developing independence where we may have been teaching skills and isolation we are demonstrating ability articulated through each of the grade levels with the focus on independence or being able to produce work on their own. and then of course the transfer of learning which means that what is learned in english and language arts and emphasized at one point as an isolated content is pull at literacy in all the areas and connecting that to what we do

in ela. the planning process, because you have these documents in front of you is upon -- important to note that we at the beginning of implementation point have made it very clear that teachers use the scope and sequence with embedded common score standards and work to create curriculum map which are four times a year through broad picture, the view for the 6-8 percent. you have that example in front of you detail what's going to happen in that 6-8-week period based on the genre narrative depending on the implementation and research. but what actually happens and as part of the professional development and the samples generating from the field and discussion with teachers is what's next? you build a

beautiful curriculum map and you build into your unit plan and this is where you have the most interesting growth and conversation with teachers around really owning this and saying, this is what i want in a 6-8-week period, what does that look like on weekly or daily basis as evidences by student products. there is teachers having incredible conversations. we are starting to analyze or reflect on assessment around student writing and then of course your unit overview can be broken down into lesson plans and those are the three samples that you have actually from third grade, but -- on our humanities website we have resource area where we have curriculum math unit plans from each of the grade levels. that's been really exciting .

so at each of the faces we support development and stand-alone support so teachers can use these processes and plans to go step by step and really investigate the planning process. what's been very exciting about this at this point in time is the student work products that are generated from this process and the reflection and the deep thought and the work that has gone into looking deeply at student achievement, defining rigor and being able to have the opportunity to work with colleagues to make that happen so the collaboration circles back on itself and looks very powerful. this is a unit

plan, lesson plan and oftentimes teachers bring students work and films or snapshots or photographs with students working with one another. so how is it done here through collaboration levels and plc and we thank colleagues that allow us the time with principal on agendas as well as high schools, middle schools including the assistant principal meetings, work with leaders and work with sites and what's not up here on the bullet point is the bullet point that we have to work with on the family engagement and as well as the school site sum it's -- summits where we have done family engagement where we are presenting to families there

too. we also work with our teachers in a capacity building way to be able to speak to the parents directly so when families have questions they have points to work from to explain what's new in english language arts. >> one of the things is that we have decided to break it down for teachers so they can do those more in depth. next year we'll be continuing with those shifts which are text complexity close reading and

academic conversations. we'll be adding to those if you noticed later on on another slide we have actually added to those the writing to sources and the conducting research. so, we believe that having them organize time instruction with the common core, those are two different areas we are asking teachers to work differently. that which leads us to a very important piece which is so

all that we've been talking about is the what instruction . and the piece that we are going to to tackle with vigor this summer is the how. what is the methodology. what is the instructional methodology we want to implement. that had be the comprehensive approach to literacy which includes readers writers workshop and attention to word study and that is a subject for another time and we would love to come and talk to you about more plans around the work that we will be doing this summer and next year with that approach.

>> okay. commissioners, i know it's late. so let's look smart and any questions or comments about the core curriculum lesson plans or what we -- yeah. emily? >> thank you very much for that thorough presentation at this very late hour. i'm really very excited about this work. one of the comments i made at the vision 25 was

there wasn't enough mentioned about the importance of learning our kids to write. it taught me how to write and it carried me through a variety of different careers. the writing component is very important to me. i worry that writing has evolved to text messages and e-mail english. i'm hoping that this approach and cross training that this will result in good writing. >> any other comments, questions? commissioner norton? >> yeah. it was a very thorough presentation. i have to go through it again earlier when i have had a little sleep. but i really wanted to just appreciate the work and appreciate just how much more

depth we are going into here. so this is great and i really appreciate this. thanks. yes. i want to say that i'm just going to be honest to say that i don't understand it all, but i like the direction it's going. because i think at when we look at and it's a scaffolding thing and we are building skills off skills we've already mastered and it's excellent. i think the questions that i have sort of is how are we adapting this for our english learners and also kids. how do we adapt this mapping and lesson plans

to those populations, also. because i'm a little concerned with assessment and how our el's would do on the assessment also. then i feel like what i might need and i would contact you this on my own is a step by step as an example of this. i think this is going to be challenging to curriculum mapping and it's what a lot of teachers have been asking for is no the to use the texas a curriculum and so you are able to introduce other things while you are doing curriculum mapping which could make it more interesting for students, i think. also it can, this can really show off what they can do and how they can create this mapping on their own because they can bring their

own talents and interest too. i think it's interesting. i think that my one question i have about this is when you talk about the assessments, teachers will then develop their own assessment for each unit? is that how it works or do we have district wide assessment that we'll be giving them to make sure they have covered the scope and sequence, whatever that language is. is that how it's going to work? i like also the assessment are very different, right? it's not just a task thing. it's like write an opinion piece. it's like testing knowledge or displaying knowledge in a kind of way. why don't you tell me how those assessment are going to be working? >> there are several after -- avenues to look at there. one

of things that we've embedded within the template of the of the weekly unit. by the teachers identify the learning outcomes, by the end of the week the students need to demonstrate how they master those learning outcomes. it's not waiting and later for that understanding which leads us to the whole different conceptual understanding that we also have the expectation that teachers are going to be checking for understanding continuously. in addition to that daily check and for understanding then there is that weekly check for understanding for actually addressing those students with the learning outcome to see if the students are there or not and then to repeat if that

has not occurred. so that's one of the pieces. as teachers work collaboratively on their maps, they also design which types of assessment they are going to be giving and they work together on those and we have provided guidance for example since our spirals are primarily focused on the writing types narrative, informative and plant -- explanatory and opinion arguments. we have introduced the integrated writing assessment and just last month, sites were all 3rd graders and 9th graders were taking an integrating writing assessment. torl we begin professional development with teachers at the high school level and then we'll do that with middle school and

elementary school on exactly what commissioner murase was talking about what does it look like to, what does writing look like in san francisco. what do we understand to be exceptional commentedable writing in for our students in san francisco in the various grades levels. so we've done a lot of work also around writing and we'll continue to do so as we continue

to be challenging because it's a little bit different but for our first year teachers this is going to be a struggler . maybe we have to show them

first, this is not the kind of things their taught because it is so new. hopefully, we're building the port for the first and second year support because we lose most of our first and a second grade teachers out of fraction frustration >> all done. superintendant >> so also i want to thank you very much for the presentation i think what we could do self-if you future board meetings bring some assessments we can take and that would measure our mastery are of kills i'm kidding bus it's aluminating about what our kids are going to be required to do and for us engage with the public what are you talking core

prelims just do it, it's not just doing this is at that fundamental shift 0 o on how we teach and for us who got our criminals 25 years ago but for folks who are newer to the profession it's going to be a shift this is so exciting we're moving away if a narrow curriculum english and math and expanding the curriculum it's an exciting time i can't help sharing this is the public. >> i don't fully understand it i kind of feel like some of the presentation we're doing are the best. >> i absolutely agree. >> i have to give that observation that is the best it's incredible andy