Embedded Files
Overview
Overview
The DoDEA’s College and Career Ready Standards (CCRS) are designed to ensure high school graduates have the content knowledge, skills, habits and dispositions in multiple subjects to be successful in their future endeavors after high school, including the following:
Establishing clear, consistent and high learning goals that are more focused on preparing students for success in college and careers
Setting a foundation for student success and growth
Determining grade-by-grade learning expectations for students in grades K-12
Presenting an extraordinary opportunity for academic development as they are replicated in the majority of states and therefore beneficial to our highly mobile military-connected students
The primary source of training for the CCRS takes place during the Back-to-School and Quarterly professional learning sessions offered by headquarters. The Pacific East District’s ISS team then provides follow-up and support in the implementation of the ideas, skills, and content presented in those sessions. This follow-up and support can take many forms, including the following:
Deconstructing standards
Lesson planning
Co-teaching lessons
Individual and small group coaching sessions
On-going curriculum resource training
Small- or large-group meetings
Introducing new teachers (including long-term substitute teachers) to program and curriculum resources
Data analysis
According to the Strategic Initiative, 1.1 of DoDEA’s Blueprint for Continuous Improvement emphasizes data-informed instruction, that we should provide “all students with instruction that is aligned to rigorous standards and is differentiated based on an appropriate assessment system and the needs of individual learners.”
With the further development of the DoDEA Comprehensive Assessment System (DoDEA-CAS), assessments are aligned with the CCRS to form our standards-based system, which aligns the standards, curriculum resources, and assessments. Between the data available from DoDEA-CAS and assessment resources built into our adopted and approved curriculum resources , we have the tools to provide targeted instruction that meets the demands of rigorous CCRS.
Based on the use of this data, the District has supported professional learning provided by DoDEA Headquarters and implemented district and site-specific training to support teachers in their efforts to:
Align their instruction to the CCR Standards
Make the best use of the DoDEA adopted curriculum and approved resources
Utilize research-based instructional and learning practices
Improve student achievement in all content areas.
The Pacific East District has developed a comprehensive K-12 professional learning structure that provides learning opportunities through headquarters developed College and Career Ready Standards training. The professional learning aligns with the district goals, school-specific professional learning opportunities, and continuing education courses.
Educators use College Career Ready Standards during Focused Collaboration. As DoDEA began to roll out the College and Career Ready Standards, Focused Collaboration helped educators to collaboratively build a common understanding of these standards by lesson planning, unpacking standards for learning targets, and determining differentiated strategies to meet the needs of all learners.
Connected Cognia Standards
Connected Cognia Standards
Impact Statement
Impact Statement
The strategies and resources implemented in the Pacific East have positively impacted student achievement, as evidence by:
The Pacific East has positively impacted student achievement in Mathematics, as evidenced by an increase in student achievement in our system-wide summative assessment.
Figure 1. District Math Level of Success. The graph above shows a sustained and steady increase in student performance over the course of three administration years of CCRS Summative Assessments. Percentages represent the students that met and/or exceeded grade level/course expectations. In the Pacific East, the average percentage of students that met and/or exceeded grade level/course expectations went from 38% in 2018 to 45% in 2021.
Figure 2. Percentage Met and/or Exceed Benchmark for Mathematics. The graph above shows that the average percentage of students that met and/or exceeded the benchmark was greater than the DoDEA average each tested year.
The Pacific East has positively impacted student achievement in Secondary Mathematics, as evidenced by an increase in student achievement on the PSAT.
Figure 3. Percentage Meeting PSAT Benchmark for Mathematics. The graph above shows a steady increase in the average percent of students that met the PSAT Benchmark for Mathematics from Fall 2019 to Fall 2021 across multiple grade levels. For 8th grade, the increase was from 39% in Fall 2019 to 42% in Fall 2021. In 9th grade, the increase was from 45% in Fall 2019 to 53% in Fall 2021. 10th grade had an increase from 39% in Fall 2019 to 42% in Fall 2021. Lastly, 11th grade had an increase from 36% in Fall 2019 to 40% in Fall 2021.
The Pacific East has positively impacted student achievement in Secondary Mathematics, as evidenced by an increase in average AP scores.
Figure 4. Average of Yearly AP Scores for Mathematics. The graph above shows a steady increase in the average yearly AP scores for Calculus AB and Statistics. For Calculus AB the average AP score increased from 2.0 in 2017 to 3.1 in 2021. In addition, for Statistics the average AP score increased from 2.1 in 2017 to 2.4 in 2021.
The Pacific East has positively impacted student achievement in Elementary Literacy, as evidenced by an increase in achievement in our system-wide interim assessments:
Evidence supported with data in SY 2019-2020
The positive impact on student performance in Literacy is illustrated in the bar graph below, which shows the number of students who have met or exceeded standards on the DoDEA Summative Assessment for the 2018, 2019, and 2021 administrations. Over the entire district, the percentage of our students who met or exceeded standards increased from 47% to 54%.
Below, the data show PSAT Test results for the percentage of students who met the grade-level benchmarks.
The Evidence Based Reading and Writing (EWR) scores increased for all grades assessed with the exception of a dip for 8th Grade.
The percentage of students who met neither dropped for all grade levels.
Note: The 2020 and 2021 school years experienced interruptions to instruction due to COVID school closures. Despite this interruption, 9th, 10th, and 11th grades saw an increase in students who met or exceeded the EWR standards.
The chart below shows that students in the AP course English Language and Composition have experienced a growth in average scores from the 2017 administration to the 2021 administration from 2.6 to 3.4.
Students enrolled in the AP English Literature and Composition course experienced a growth from 2.7 to 2.9 over the same period.
The charts below show the PSAT data for secondary social studies in the Pacific East District. The charts compare Pacific East data with DoDEA and the nation.
Timeline
Timeline
SY 2016-2017
SY 2016-2017
Elementary Math focused on the final implementation year of CCRSM training, which consisted of before school training for every school, a quarterly in-person training for every school. Teachers also learn about the DoDEA curriculum materials for K-5th grade, GO MATH!. They will develop a strong working knowledge of the College and Career Standards for Mathematics (CCRSM) and their connection to the newly purchased materials.
Secondary Math began the first year of implementation of CCRSM training, which consisted of beginning of school year training for every school, a quarterly in person training for every school, and an extended training session prior to summer break.
Elementary Literacy focused on differentiated literacy instructional strategies for small group instruction to include workstations, guided reading, and collaborative work aligned to DoDEA standards. In addition, assisted teachers in utilizing data from the Benchmark Assessment Systems to better inform instruction in supporting striving readers as aligned to DoDEA standard
Elementary Science led exposure to the Next Generation Science Standards and the expectations of CCRSS and adapted instructional strategies to empower students to achieve the level of performance expected in the standards over time. The Full Option Science System (FOSS) Next Generation published by School Specialty/Delta Education was selected.
Secondary ELA continued 6-12 CCRSL training through Back-to-School and Quarterly training sessions designed and delivered by Catapult Learning. With support of the Site Literacy Leader program led by Catapult Learning, educators were supported on a school level throughout the school year .
Delivered professional learning for the 20-60-20 Framework to support instruction that focuses on the critical thinking and analysis tasks built into the CCRS.
Elementary Social Studies- Teachers followed DoDEA developed Social Studies and Health standards contributed by the California Department of Education and Indiana Department of Education. The elementary social studies program is integrated with developmentally appropriate concepts and skills in learning about living in communities, the history and geography of the United States and ancient world cultures and geography. College and Career Ready Standards were not evident at this time
Secondary Social Studies- During the awareness year of standards implementation, Social Studies educators were given monthly newsletters that incorporated CCR reading and writing strategies into practice and implemented the new standards to support student learning.
9-12 College Technical Education Program (CTE)-The College Technical Education program standard implementation combines regular academic courses with career-focused courses, skill-building, mentoring, and work opportunities to give students extra preparation for college and careers. Educators learned to synthesize how career clusters provide the framework for addressing College and Career Readiness.
K-12 Fine Arts educators (music, theater, visual arts) will obtain a common understanding regarding the implementation of CCRSA by delving deeper into what implantation looks like in the arts classrooms. Exploration and support of new Fine Arts curriculum, materials and resources to include: Pearson K-6 General Music, McGraw Hill Chorus & Music Appreciation (grades 7-12), Hal Leonard Strings (grades 7-12), and NASCO & Dick Blick ordering processes for visual arts teachers.
K-12 World Language -Teachers received introductory pedagogical courses to prepare DoDEA World Language teachers for the administration of the first phase of the AAPPL Assessment
SY 2017-2018
SY 2017-2018
The district continued support of the implementation of CCRS standards and provided support for student-centered, research based instructional strategies.
Elementary Math ISSs provided ongoing support in the implementation of CCRSM standards and DoDEA’s Units of study and conducted a comprehensive program review of Mathematics.
Secondary Math ISSs provided ongoing support in the implementation of CCRSM standards through DoDEA adopted curriculum (Engage NY) and embedded mathematical practices, conducted a comprehensive program review of Mathematics, and provided Half-Day Collaborative Planning Time for teachers.
Elementary Literacy ISSs supported the adoption and implementation of DoDEA’s College and Career Readiness Standards for Literacy, provided teacher support in developing improved student-centered classroom environments
Secondary Literacy continued training for CCRSL standards through back-to-school and quarterly training days provided by Catapult Learning, supported the Site Literacy Leader program led by Catapult Learning, continued training of the 20-60-20 Instructional Framework at all schools, and provided training for the adopted curriculum HMH Collections, which is aligned to the CCRSL standards.
Elementary Social Studies- Teachers followed DoDEA developed Social Studies and Health standards contributed by the California Department of Education and Indiana Department of Education. The elementary social studies program is integrated with developmentally appropriate concepts and skills in learning about living in communities, the history and geography of the United States and ancient world cultures and geography. College and Career Ready Standards were not evident at this time
Secondary Social Studies- During the SY 17-18 SY standards implementation, Social Studies educators participated in training that incorporated CCR reading and writing strategies into practice and implemented the new standards to support student learning.
Elementary Science- SY 17-18 involved gradual implementation of CCRSS as teachers transition towards full
implementation. This research-based, multi- stage implementation model is designed to allow teachers time to embrace the expectations of CCRSS and adapt their instructional strategies to empower students to achieve the level of performance expected in the standards over time. During SY 17-18, teachers were strongly encouraged to explore the new standards and resources and begin to align their instructional practice to the standards as they relate to the professional development that will be provided throughout the year.
K-12 Fine Arts - ISS provided support for educators to evaluate grade level performance standard lessons to ensure connections to enduring understandings and essential questions, alignment to related anchor standards within the Perform/Present/Produce Artistic Process, incorporating skills necessary to develop artistically literate students. Utilize Fine Arts ARQ (Authentic, Relevant, and Quantifiable) Guiding Questions in preparation of evaluating the richness of assessment tools for the Perform/Present/Produce artistic process and related anchor standards.
9-12 College Technical Education Program (CTE)-The year focuses on facilitating, training and supporting teachers to analyze Career Ready Practices for integration of employability skills into CTE instruction. Educators learned the role and expectations of CTE Instructors in the career counseling process. Provided and trained teachers to identify and practice ways that technology can be used to facilitate writing, the development of ideas, production, collaboration and distribution to authentic audiences.
World Language K-12- ISS offered Virtual Learning Modules (VLMs) for DoDEA world language teachers to review the pedagogical concepts supporting the teaching, learning, and assessment of the world languages offered by DoDEA, and for those teachers new to the AAPPL assessment to become acquainted and review those concepts also.
SY 2018-2019
SY 2018-2019
The district continued to support the implementation of the CCRS and provide support and training for student-centered, research based instructional strategies.
Elementary Math ISSs developed resources to support needs based off of DoDEA Headquarter program review, provided quarterly training focused on addressing program review results, and training on using the DoDEA interim results to improve student achievement.
Secondary Math ISSs developed resources to support needs based off of program review data, provided quarterly training focused on addressing key components of new curriculum, National Council for Teachers of Mathematics (NCTM) Principles to Action guide and program review findings, and training on the use of interim data to improve student achievement
Elementary Literacy ISS facilitated teacher training for the Year 1 implementation of Benchmark Advance resource system for elementary literacy, provided professional development in utilizing Benchmark Advance as aligned to CCRSL quarterly training, and conducted monthly support training for Site Literacy Leaders to improve implementation of CCRSL instruction and learning.
Secondary Literacy continued training for CCRSL standards through back-to-school and quarterly training days provided by Catapult Learning. This year’s focus was using Core 6 strategies to navigate complex texts.
Supported the Site Literacy Leader program led by Catapult Learning which included:
Continued training of the 20-60-20 Instructional Framework at all schools
Participated in DoDEA’s ELA/Literacy Program Evaluation
Provided training for Total Participation Techniques at every complex to provide strategies for the critical thinking and analytical tasks embedded in the CCRS
Elementary Science: Full Implementation of CCRSS standards and FOSS curriculum for grades K-5 teachers. Teachers were supported and trained on all procured resources and fully aligned instructional practice to the new Science Standards.
Elementary Social Studies- Teachers followed DoDEA developed Social Studies and Health standards contributed by the California Department of Education and Indiana Department of Education. The elementary social studies program is integrated with developmentally appropriate concepts and skills in learning about living in communities, the history and geography of the United States and ancient world cultures and geography. College and Career Ready Standards were not evident at this time
Secondary Social Studies focused on the study of the C3 Framework and its relationship to the CCR- History/Social Studies Standards (CCRS-H/SS) in order to make the instructional shifts in teaching practice. Implement researched best practices to teach content through skills (including practices in reading, writing, speaking and listening) in daily lessons. Emphasis on creating good questions generated by teachers and students.
SY 2019-2020
SY 2019-2020
The district continued to support the implementation of the CCRS and provide support and training for student-centered, research based instructional strategies. This year the use of Interim assessment data became a focus, especially for use in Focused Collaboration.
Elementary Math provided training for quarterly planning and interim results focusing on discourse and developed and promoted math discourse resources
Secondary Math provided training for interim results interpretation and action using best practices and NCTM’s Principles to Action guide, developed guidance for focus standards and digital learning. During focused collaboration ISSs, provided recommendations for formative assessments and created resources to support discourse in the mathematics classroom
Elementary Literacy provided guidance in assisting schools and teachers to implement online literacy instruction due to Covid-19 transition to online learning. During this time , Literacy ISSs provided best practices and strategies to support teachers with differentiated instructional strategies as aligned to Covid-19 mitigation policies at each base and supported the quarterly CCRSL Catapult training for teachers via online
Secondary Literacy continued training for CCRSL standards through back-to-school and quarterly training days provided by Catapult Learning. This year’s focus was having a student-centered classroom that prepares students for college and career.
Supported the Site Literacy Leader program led by Catapult Learning
Continued training of the 20-60-20 Instructional Framework at all schools
Participated in DoDEA’s ELA/Literacy Program Evaluation
Provided AVID’s Content Area Writing professional learning for all complexes
Supported the analysis of Interim Assessment data for school teams and Focused Collaboration groups
Provided Writer’s Workshop training at all complexes to support text-based writing instruction
The Secondary ELA Website provided resources for curriculum and instruction as well as support for teachers to present lessons remotely.
Elementary Social Studies- Teachers followed DoDEA developed Social Studies and Health standards contributed by the California Department of Education and Indiana Department of Education. The elementary social studies program is integrated with developmentally appropriate concepts and skills in learning about living in communities, the history, and geography of the United States and ancient world cultures and geography. College and Career Ready Standards were not evident at this time
Secondary Social Studies ISS supported the unpacking process on Dimension Four of the C3 Framework (Communicating Conclusions and Taking Informed Action) through focused collaboration job-like sessions. Guided teachers in determining how to incorporate Taking Informed Action into current practice. Support teachers with analyzing and reflecting on the impact of standards-based instruction on student achievement and engagement.
Elementary Science- The Pacific East developed the Elementary Science Page for guidance on standard implementation by grade level, program evaluation results, and additional planning resources for the Next Generation Science Standards.
Secondary Science-SY 2019-2020, DoDEA began implementing the Next Generation Science Standards (NGSS) as the College and Career Ready Standards for Science (CCRSS) in grades 6-12.
SY 2020-2021
SY 2020-2021
Math Support adopted and implemented Moving with Math, DoDEA’s intervention program for below grade level students, continued support of quarterly training and interim support, and provided school level reports on interim data.
Secondary Math supported the implementation of the Strategic Math Instruction 6-8 course (also known as Middle School Math Support) to provide remediation and support for students performing below grade level expectations. Support was also provided for self-identified areas of growth in Modeling and Reasoning from both the instructional and learning areas. ISSs, created and delivered professional learning to address how to interpret and use interim data effectively to appropriately modify instructional and learning practices
Elementary Social Studies- During the awareness year, educators were provided with a monthly College and Career Ready Standard for History/ Social Studies for the exposure of the instructional shifts of CCRS-H/SS that includes the classroom learning experiences DoDEA students should be provided. The awareness intentions are focused on Conceptual Understanding, Integrate Content and Skills Purposefully, and Foster Student Inquiry, Collaboration, and Informed Action. CCRS-H/SS includes skill-based practices that require the work of social scientists in disciplines of history, geography, economics, and civics.
Secondary Social Studies provided professional learning of The DoDEA College and Career Standards for Social Studies. Educators are supported by developing an understanding of concepts and key ideas through inquiry, analysis of primary and secondary source documents, and disciplinary skills and practices. Understand the method of assessing key ideas, conceptual understandings, and Social Studies Practices. Continued training of educators fostering Students to have equity of access to a guaranteed K-12 curriculum incorporating content and practice standards grounded in a cohesive set of themes, key ideas, and concepts. Providing teachers with resources to continue to have decision-making power on incorporating research-based best practices to teach and illustrate key ideas and conceptual understandings to promote student understanding.
Elementary Literacy facilitated district-wide professional learning and support for Year 1 implementation of the DoDEA Reading Proficiency Tool for literacy. Catapult Learning provided professional learning for Year 1 of DoDEA Strategic Literacy Instruction for district-wide Literacy Support Specialists. Literacy ISSs conducted professional development for teachers in utilizing Benchmark Advance to support academic discourse as aligned
Secondary Literacy provided professional learning for Year 1 of DoDEA Strategic Literacy Instruction for Grades 6-12, who are using Read 180 Universal. Training for CCRSL standards through back-to-school and quarterly training days were provided by Catapult Learning. The year’s focus was the Seven Capacities of a Literate Individual, Three Key Shifts in Literacy Instruction, Seven Key Tenets of Understanding by Design and using formative data to determine student need. Secondary Literacy ISSs continued training of the 20-60-20 Instructional Framework at all schools and supported the analysis of Interim Assessment data for school teams and Focused Collaboration groups.
Elementary Science- The Pacific East developed the Elementary Science Page for guidance on standard implementation by grade level, program evaluation results, and additional planning resources for the Next Generation Science Standards.
Supporting Documents
Supporting Documents
COLLEGE AND CAREER READINESS STANDARDS: LITERACY
The standards establish guidelines for English language arts (ELA) as well as for literacy in history/social studies, science, and technical subjects. Because students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines.
The DoDEA K–12 Fine Arts program fully implemented the DoDEA College and Career Ready Standards for the Arts (CCRSA) in the school year 2017-2018. The CCRSA integrates the processes, skills and knowledge, sample assessments, and criteria for successful learning into a single organized system that spans K–12; aligned to the philosophical foundations and lifelong goals of our students
COLLEGE AND CAREER READY STANDARDS: MATH
The math standards provide clarity and specificity rather than broad general statements. They not only stress conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value and the laws of arithmetic to structure those ideas.
COLLEGE AND CAREER READY STANDARDS: HISTORY/SOCIAL STUDIES
The mission of the Social Studies Program within the Department of Defense Education Activity (DoDEA) schools is to educate students in becoming civically competent young people who are knowledgeable, skillful, and committed to sustaining and improving our democratic way of life as active members of a global community and engaged participants in public life.
COLLEGE AND CAREER READY STANDARDS: SCIENCE
The DoDEA College and Career Ready Standards for Science are based on the fully adopted Next Generation Science Standards (NGSS).The goals are for all students to become critical consumers of scientific information related to their everyday lives and to prepare students with interests in science careers to pursue knowledge in the fields of science, engineering, technology and mathematics (STEM).
Career Technical Education (CTE) is an education pathway that provides students with the academic, technical, and real world knowledge, skills and experience they need to be prepared for a variety of career options. CTE gives students training and skills in many different types of careers in high growth industries such as science and technology, healthcare, and business management. CTE programs are personalized, hands-on, and let students explore different career fields. CTE is part of the middle school and high school experience, and prepares students for the full range of post-secondary opportunities, including college and careers.
The CCR Implementation timeline displays the DoDEA wide roll out of College and Career standard according to awareness and implementation.
The purpose of the Faculty ePortal is to design, construct, maintain and provide ongoing support in the development of a digital site that serves as a one-stop resource location for DoDEA Pacific East colleagues to obtain pertinent information.
AVID Content Area Writing Reflection Forms and Content-Area Writing PowerPoint
AVID’s Content Area Writing trains teachers of all content areas to utilize text analysis, writing, and discourse to integrate writing into their lessons to support their curriculum needs. The AVID Content Area Writing Reflection Forms folder contains the feedback from the AVID Content Area Writing sessions held on each complex. The Content-Area Writing PowerPoint presentation was the backbone of our training for each complex. With these two tools we were able to conduct the training and determine the effectiveness.
Secondary Math Professional Learning (PL) Feedback Data-
This folder contains the responses and feedback from district Secondary Math PL sessions.
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