Communities of Support for CCSS Webinar

Here are my notes from the ASCD Webinar

ASCD Webinar:  Creating Communities of Support for Implementing the Common Core by:  Judy Carr

Date:Tuesday, March 13, 2012

Archived here:  Webinar

Judy Carr:

  • Began her work in Vermont using groups of teachers to “make these standards real”
  • Carr requested to work with administrators as well as teachers b/c administrators needed help planning for implementation as well.

Four areas explored in the webinar

1.  Gaining shared understanding of the standards

2.  Becoming Critical Consumers

3.  Using Data and Engaging in Data Dialogues

4.  Supporting Learners to Successfully Attain the CCSS

1.  Developing shared understanding

  • CCSS Learning environments require opportunities for teachers to reflect on their practices.
  • CCSS = the whatWhat is the learning to be?
  • Locally, at the district level, the work requires the development of communities that address three areas
    • Purpose
      • -Curriculum, Instruction, and Assessment
    • Inquiry
      • -Data analysis & use
    • Practice
      • -Professional learning/capacity building

*Webinar includes chart for analyzing roles of administrators, building teams, grade level/department teams, and classrooms in each type of community

*Sample roles developed by Carr:


  • Intentionally plan how each group will be involved in answering the questions.

2.  Becoming Critical Consumers

  • The standards themselves provide the criteria for looking at them critically
    • Pay attention to the language of the standards, really read them deeply (read them!!)
      • Ex. 1)  K-5 Foundational skills point out differentiation explicitly
        • Implications for scope and sequence—How do we use assessment to really know where the good readers are and what each student really needs to practice?
        • Ex. 2)  Language skills—Include phrase “when speaking and/or writing”
          • Implications—language skills are to be taught in context, not on separate handouts or in separate tasks.

3.  Using Data and Engaging in Data Dialogue

  • Use chart like the one below to establish who is responsible for which roles:



  • Carr showed a chart that demonstrated how assessments already in use in districts can be used by the various groups in the chart above in different ways.  DIBELS assessment results may be used very differently by the grade level team than in the classroom. 

4.  Supporting Learners to Attain CCSS

  • Carr showed the slide below as a way to judge authentic learning in the classroom.

  • Carr believes students from grade 3 and up can document and track their own learning
    • Referenced
    • Reinventing Schools has videos that show how to track student learning
    • We don’t want checklists related to the standards, but we want collections of samples of student work
  • Referenced this Configuration map that shows the level of CCSS implementation in a district, which I found pretty neat:
    • Task of communities of support is to move teachers along the continuum
    • Good discussion tool for teams

Questions from Audience

  • Question raised about getting reluctant teachers to be on board with CCSS implementation—
    • She addresses shifting paradigms—when we’re “stuck in our ways,” we may need to co-construct new teaching structures through images of what good teaching is.
    • Much like how we expect students to learn, unlearn, and relearn, teachers need to do this as well
    • It may also be a case when we can use data. 
      • Sources for that data:  The new assessments (SmarterBalanced and PARCC) and the tools associated with each, samples of student work—CCSS exemplars to compare to locally-developed samples of student writing, developing classroom assessments that are aligned to skills (leads to targeted instruction in terms of next steps for each student)
      • Referenced Driven by Data book
  • Question about engaging and guiding the community of support:
    • Set agendas (the “results” protocol for meetings.  See Google) and targeted meetings
    • Having minutes for the meetings
    • Identifying at the end of each meeting what the focus will be for the next meeting


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s