Marzano’s What Works in Schools: Translating Research into Action (2003) and School Leadership That Works (2005) presentsresearch that identifies factors at the school (and district) level that have apositive impact on student achievement. Factors are categorized into school-level factors, teacher-leve lfactors, and student-level factors. School-level factors include a guaranteed and viable curriculum and challenging goals and effective feedback. Based on this research, Currituck County Schools began work on creatinga “minimum standard” for delivering a guaranteed curriculum that is aligned with NC Standards and common assessments (for providing effective feedback) for each core subject/course at each grade level. 

As the district and schools further the development of Professional LearningCommunities (PLC) in all schools and at the district level, focus continues to remain on the essential questions that are critical to the function of PLCs:

·        What do students NEED TO LEARN?

·        Whatevidence will we gather to monitor student learning—how will we know WHEN THEY HAVE LEARNED IT?

·        What will we do if/when students EXPERIENCE DIFFICULTY IN THEIR LEARNING? 

·        What will we do toENRICH THE LEARNING OF THOSE WHO DEMONSTRATE PROFICIENCY? 

·        How can we use our SMART goals and evidence of student learning to INFORM and IMPROVE OUR PRACTICE?

In 2010, teams of teachers began designing curriculum frameworks and district widecommon assessments based on the NC Standard Course of Study for all core areas(Reading/Writing, Math, Science, and Social Studies) that all teachers implemented according to a common timeline and used the data to inform instruction. 

During the summer of 2011, Phase II began bringing teams back together to not only revise these draft tools, but to begin integrating Essential Standards and Common Core Standards into the frameworks as part of the Race to the Top and ACRE initiative.  Essential Standards and Common Core Standards are to be fully implemented and assessed beginning in 2012-13.  The 2011-12 revised frameworks will allow our teachers the opportunity to become familiar with the standards as they relate to established frameworks and units, deepen their understandingof these new standards, and enhance teaching practices to meet these standards prior to the full implementation in 2012-13. 

As in Phase I, these revised frameworks and pacing guides are considered draft documents.  As a means of embracing “continuous improvement” in the area of curriculum delivery, PLCs will meet periodically throughout the school year to review standards, frameworks, and assessment results; refining documents and timelines where necessary.  The review process will continue through the summer of 2012 and 2012-13 school year, integrating new teaching and assessment resources provided by DPI as provided through the ACRE project and Race to theTop.  Documents have been posted to the website in Word format for easy download, use, and editing (for feedback purposes).  A feedback form will be provided for all to use in making comments throughout the process.  The curriculum guide and assessment process is a cycle that will enable us to continuously evaluate our pacing, teaching, and student learning as we learn more about effective practices.

CommonUnderstandings

The teams worked to create unit frameworks with the following understandings in mind:

Teachers using the materials created need to approach using these tools withthe following understandings in mind:

• All materials posted for use in the 2011-12 school year are DRAFTS (Feedback opportunities will be given to teachers working through their individual PLCs throughout the school year to make suggestions for improving the documents and materials);
• All assessment activities, timelines, and materials are SUGGESTIONS (goals and objectives to be assessed are not)
• Benchmark Assessments will assess the objectives noted in the pacing guide for that particular 9 weeks timeframe;
• Many objectives are taught and then reinforced/enhanced throughout the year, especially in Reading and Math—placement on the pacing guide and in the unit guides are to be formally assessed, but revisited as necessary;  Essential Standards and Common Core Standards are written as END OF THE YEAR goals;
• Text selections for teaching reading/literature strategies and processes are to be based on available titles, student choice and “Good Fit” books, and content integration opportunities;  Common Core ELA Appendix B and C provide exemplar texts and annotated student writing samples which can be used by all teachers;
• Integration is strongly encouraged to assist with students’ understanding connections and real world application of content being taught;
• PLCs will work collaboratively to create the daily/weekly lesson plan details.

Rolesand Responsibilities

During the process for implementing, gathering feedback and making improvements to our pacing, units, and assessment design, teachers and administrators have distinct roles and responsibilities.

Administrators:

In sum, Administrators will drive, facilitate and support the success of this curriculum project by engaging in the following:

• Share information with staff on the purpose, use, and responsibilities for working as a PLC to implement units and pacing by designing lessons that align with the pacing and unit frameworks.
• Monitor the work of the PLCs and teachers as the implement plans, and the assessment results generated by common assessments.
• Assist with scheduling assessments, reviewing and analyzing results, and developing intervention plans or extension activities for students based on the data.
• Use the data to evaluate needs of staff and facilitate discussions based on the data and needs identified.
• Respect the process established.
• Ensure teachers have time to meet, discuss, and plan using the frameworks.
• Create a system/process for monitoring PLCs and work products (collect PLC artifacts and feedback).
• Be overtly supportive of the project (be the voice, value the work, and display our support).
• Be involved in PLCs and facilitate discussions when necessary.
• Empower team participants to share knowledge and experience with others.
• Set expectations and standards aligned with these guidelines. 

Teachers

• Keep students’ best interest in mind.
• Understand that the 2011-12 implementation of Essential Standards and Common Core crosswalk integrated frameworks provide us with an opportunity to teach to the new standards “without penalty” before the required implementation in 2012-13.
• Accept draft ideas (keep an open mind) and implement as established.
• Be willing to share resources, ideas, thoughts, products, and processes.
• Demonstrate commitment to process. (examples: products, PLC artifacts)
• Create lesson plans based on the pacing guide and unit frameworks.
• Follow through with plans and assessment data (providing feedback to students).
• Provide specific feedback to the district on thepacing and unit frameworks.