Académique Documents
Professionnel Documents
Culture Documents
T H OUG HT
MOVING TOWARD THE
COMMON CORE
May 2015
CO N TE N TS
Letter
State Recommendations
11
District Recommendations
17
Union Recommendations
23
School Recommendations
29
Conclusion
33
Appendix
34
Notes
36
Methodology
37
38
LE TT E R
T O T H E PA R E N T S , F U T U R E C O L L E G E P R O F E S S O R S ,
AND FUTURE EMPLOYERS OF OUR STUDENTS
Dear Parents, Future College Professors, and the Future Employers of Our Students,
Californias education system is at an exciting moment of transition. For too long, we had a gap
between the skills we know graduates need and the content knowledge our previous state standards
laid out. In fact, while 91 percent of high school educators said in 2009 that their students were
well prepared or very well prepared for college, only 26 percent of college professors agreed.1
The successful implementation of the Common Core State Standards, adopted in California in 2010,
has the potential to bridge that gap and ensure that all of our students are graduating truly college
and career ready. These standards favor depth over breadth, and demand the deep reading of complex
texts, critical thinking, and problem-solving skills 21st-century universities and jobs require. Though
urgent, this movement to raise education standards is a fundamental paradigm shift and courageous
undertaking for educators, students and parents.
Heres what we have to gain if we are successful in making this leap: we can graduate more students
prepared for college, diversify our college halls and workplaces, end cycles of poverty, elevate civic
engagement and strengthen democracy in California. The greatest beneficiaries of these gains would
be the very children prioritized by Californias new funding reforms our English Language
Learners, foster youth and children living in poverty.
This paper is our vision and roadmap for realizing these dreams for our students. As teachers, we have
outlined exactly what this transition should look like. We have drawn upon academic research on the
benefits of deeper learning, best practices from around our city, state and nation, as well as interviews
with and surveys of our colleagues, students and communities. We ask for the needed patience, time
and scaffolding to make the transition a success. We also recognize that you, our students parents,
future employers, professors and neighbors deserve a clear pathway forward and accountability for
results along the way. And we also know that our students brimming with potential cant
afford to wait and need us to take bold action to provide deeper learning and college access to
more students, more quickly.
Our paper provides a platform for a new conversation between teachers and other education
stakeholders about how to move forward together in the transition to Common Core.
The Educators 4 ExcellenceLos Angeles 2015 Teacher Team on Common Core Implementation
LETTER
5
WO R KIN G T O GE TH E R
FOR S T U D E N T S
Every policymaker in our system, from our statehouse to our classroom, plays a vital role in ensuring
student success. But we all work best when we all work together.
Focus on Teacher
Leadership
TRA
PARE
NS
Y
NC
ERSH
AD
IP
IO
VIS N
LE
MOV IN G T OWA R D
T HE CO M M O N C O R E
Focus on
Transparency
access to adequate
student data.
Common Core-focused
support by investing in
materials to members
and to the community.
THE O R IG IN O F T H E C O M M ON
CO R E S TAT E S TA N DA R D S
Development (OECD).
2006
2009-10
2007
2010
California begins
States across the
the implementation
process by drafting
frameworks, creating
key committees and
joining the Smarter
Balanced Assessment
Consortium (SBAC)
to create Common
Core-aligned
assessments.
2011
Common Core-aligned
assessments.
release of assessment
implementation. Los
additional year
implementation.7
2013
2013
2014
2015
Students across California take the Smarter
Data collection
District accountability
Maintaining minimum
standards
Ensuring equity
Disseminating high-level
information
10
O U R S O L U T ION
Our state should continue to allow individual districts to innovate and meet local needs, but still set and
communicate a broad vision and overarching goals, and provide data so that districts are held accountable
to their own plans. The state can and should still collaborate with community, civil rights and philanthropic
partners in setting and communicating this vision.
to detractors to fill in the messaging void, and we miss the opportunity to share
the vision and promise of deeper learning.
Xochitl Gilkeson,
STATE RECOMMENDATIONS
Absent a strong voice from the state about the value of Common Core, it is left
FOCUS ON TRANSPARENCY
The state should provide access to adequate student data to inform instruction, keep
community informed and monitor progress toward student, school and district growth.
The State Board of Education should pass a resolution creating a data strategist office and laying out the
key responsibilities of the office.
The California Department of Education (CDE) should, through the data strategist office, analyze and
produce timely data results to districts for state assessments, while also providing a platform for
STATE RECOMMENDATIONS
12
W HAT T HI S T O O L D O ES :
LEVERAGING
COMMUNITY
RESOURCES
Many important community partners
have already begun Common Core
implementation. Below are but a few
examples and certainly not an exhaustive
list of the partners and resources that can
and should be consulted as the state takes
on this work.
The California Parent Teacher
C AV EATS A ND CO NSI D ER AT I O N S :
Association (PTA)
42% 58%
of parents
of students
83%
of teachers
W HAT T HI S T O O L D O ES :
STATE RECOMMENDATIONS
14
assess their own status and have a clear set of action steps for
reaching the next level. (For an example of an IC Map, see the
appendix A, page 34.)
Similarly, California could provide these maps to local
districts, while also setting expected levels for each year of
implementation. Fortunately, the foundation for much of
this work is already seen in Californias existing Common
Core plan, but the information is focused on activities
rather than goals.25 For example, the California plan tracks
what kind of professional development should be offered
each year, while the Kentucky plan tracks what percent
of teachers are engaging in professional development each
year. While the activities are important, tracking inputs
alone does not allow teachers, parents or community to see
progress toward the overall goals or monitor whether or not
we are on track. Fortunately, we can adjust course. As stated
by State Board President Michael Kirst, implementation
will be ongoing for the next four to five years.26 We
recommend the implementation plan going forward be
reworked to be more similar to an IC Map: focused on a
balance of outputs and outcomes, and a user-friendly tool
for district leaders, teachers and parents.
As mentioned, the implementation plan has existed on
Californias website for well over two years. If this vision
is to be effectively followed and implemented, it needs
to be accompanied by a communications plan. The
communications plan should be multifaceted: public service
announcements, op-eds, radio ads, board meetings, district
website pages and partnerships with media outlets in
multiple languages. This is an opportunity to democratize
conversations about Common Core that enable parents and
students to articulate questions and concerns and avoid topdown, one-way feedback.
This communications plan would certainly be an
investment, but could also be shared with philanthropic
and business partners who have a clear interest in ensuring
16%
90%
of teachers
91%
THE ROLE OF
THE DISTRICT
IN EDUCATION
THE RESPONSIBILITIES OF
LARGE URBAN SCHOOL
DISTRICTS OFTEN INCLUDE
School accountability
Administrator oversight
Professional development
Parent engagement
Ensuring equity
Disseminating district-specific
information
D IS TRICT R E C O M M E N DATI O NS
THE PROBLEM
Los Angeles Unified School District received $113 million in 2013 to implement Common Core, and created
an exciting budget that leveraged teacher leaders, as recommended by the 2013 E4E-Los Angeles Teacher
Policy Team on Career Pathways. These Common Core Advisors were tasked with supporting school site
implementation and delivering a professional development program.30 Once this one-time funding had
expired, the onus for implementing CCSS has largely been pushed down to schools and Educational Service
Centers (ESCs), the smaller districts within LAUSD. While implementation ultimately does happen at school
sites, during this vital time of transition, the district can and should play a stronger role in ensuring equity
through a consistent vision for all schools and students.
O U R S O L U T ION
Our district should provide a clear local plan that enables each school to assess where they are and then
lay out a path forward. The plan should include an overall vision, aligned to the states timeline and vision,
and be as clear and concise as possible, with teachers, community and parents as its target audience.
This vision and plan needs to be developed with teacher leaders at the helm, and open to parents and
community for both shared responsibility and accountability.
DISTRICT RECOMMENDATIONS
English teacher, Dodson Middle School, 2015 California Teacher of the Year
17
The vision should include both long-term goals and shortterm benchmarks of implementation. To make execution
more realistic, the district should select one to two highpriority goals each year. These goals should be aligned
with the statewide vision (see page 14) and timeline, and
use a similar IC Map-style template to ensure consistency.
While the goals should be consistent across schools, each
site should have autonomy in determining how they will
16%
23%
of parents
89%
of teachers
81%
The district will also need to lay out a transparent plan for
accountability that specifies how long schools will have to
meet goals, and next steps, in terms of intervention support,
if schools are not meeting those goals. For example, a first
step might be more intensive intervention from district
teacher leaders, and a second step might be a districtcreated plan for improved school implementation.
It is vital that this plan be publicly available, and include a
mechanism for ongoing, active, two-way communication
so stakeholders are informed and involved in the planning
process. A recent guide from the California County
Superintendents Educational Services Association states,
Teachers, principals, students, parents, and community
leaders...need to know how learning will be evaluated...
there is a need to be specific, using actual instructional
modules and assessment tasks, in order to bring the
standards to light.32 A profile from the Council for Great
City Schools highlighting best practices in communicating
on the Common Core from across the country stated:
Communications needs to be a major part of any
comprehensive plan to implement the CCSS.33
The district can leverage union materials (see page
24) and state materials (see page 14) to inform parent
communication. The transparency of this plan is a key
piece of its success. Just as the Local Control Accountability
Plan (LCAP) is intended to be public so that the whole
community can hold districts accountable for tax dollars,
the Common Core implementation plan should be public
so that the whole community can remain actively engaged.
M E AS U R I N G S U C C E S S : The
DISTRICT RECOMMENDATIONS
20
W HAT T HI S T O O L D O ES :
MEASUR I NG SUCCESS : To
measure implementation,
the district should create and abide by a clear time
frame for hiring and training teacher leaders.
LEVERAGING
COMMUNITY RESOURCES
C AV EATS A ND CO NSI D ER AT I O N S :
Parents recognize
the problem
47%
of parents
Teachers
agree on
a solution
90%
of teachers
22
U NI ON R E CO M M E N DAT I O N S
THE PROBLEM
Individual teachers can be, and often are, the go-to source of information on education for parents and
students. They tend to be more informed on education issues in Education Nexts 2014 poll of over 5,000
respondents nationwide, 89 percent of teachers had heard of the Common Core, compared to just 49 percent
of parents and 47 percent of the general public.42 Teachers are also highly trusted. A recent poll from PDK/
Gallup shows that 64 percent of parents trust their students teachers43 in contrast, only eight percent of
Americans trust Congress.44 It seems only logical that the union representing these teachers should take on
a leadership role in ensuring the transition to Common Core is smooth and efficient. Unfortunately, while
our state union, the California Teachers Association (CTA), has been doing incredible work collaborating on
professional development, our local union, United Teachers Los Angeles (UTLA), has been largely silent on
this critical topic, which is of great concern to its members.
O U R S O L U T ION
Our union should advocate on behalf of high-quality implementation of Common Core at both the
negotiating table and in the public discourse, taking into account the needs of both its members and their
number one concern students. Polling clearly shows that parents and the public need to see more proof
that our union is truly advocating in the best interest of students. In a 2014 Pace/USC Rossier Poll, only
30.7 percent of respondents said that teachers unions had a very or somewhat positive impact on the
quality of education in California public schools, compared to 49 percent who said the impact was very
of its student focus, and restore its position in the public dialogue as the trusted and respected voice on
curriculum and education policy issues.
Traditionally, the union has been there for us, the teachers. Being a leader on
Common Core gives our union the opportunity to be there for students,
by partnering with its members to improve student achievement.
Adam Paskowitz,
UNION RECOMMENDATIONS
or somewhat negative.45 A strong focus on Common Core would give our union a much-needed proof point
23
UNION RECOMMENDATIONS
24
W HAT T HI S T O O L D O ES :
M E AS U R I N G S U C C E S S :
UNION RECOMMENDATIONS
25
LEVERAGING COMMUNITY
RESOURCES
Here are a few examples of models, partners and
resources the union can look to in communicating
with parents and training its members:
CADRE
CalTURN
EngageNY
California Teachers Association (CTA)
School-site parent committees and councils
with strong participation
62% 48%
of students
of parents
agree or strongly
agree that they
have access to
assignments and
content that uses
the new standards.
agree or strongly
agree that the
instruction at their
childs school focuses
on problem solving
and critical thinking.
78% 79%
agree or strongly
agree that the union
should prioritize
Common Core-focused
leadership roles.
Adapting professional
development
28
Parent engagement
Teacher support
Ensuring equity
Disseminating school-specific
information
S CHOO L R E CO M M E N DAT I O N S
THE PROBLEM
In Los Angeles, the implementation of Common Core has largely been left to the school site. The challenge
of this approach is ensuring equitable and high-quality support for all teachers and readiness for all
students. But the opportunity is that parents and community have deep trust in their schools and teachers,
though not always in larger bodies like districts, state and unions.58 So schools and school leaders have the
opportunity to build buy-in and truly make CCSS implementation a grassroots effort.
O U R S O L U T ION
Our schools should utilize their proximity to both teachers and parents to build buy-in at the local level.
Among parents, schools can provide parent workshops to share information and training that helps
parents feel informed and empowered on a consistent basis. Among teachers, schools can create leadership
roles that keep teachers in the classroom while giving them opportunities to truly own and shape the
implementation of Common Core across the school. By aligning both the workshops and the teacher
leadership roles and responsibilities with the state and district visions, schools can meet the minimum
standards set out by the state and the district. At the same time, schools can leverage this strategy to serve
as hubs of innovation, utilizing the unique talents of their teachers and community to meet and exceed
those goals.
down to real execution at the school site. Its a serious responsibility, but
nothing could be more important for the growth and achievement of
our students.
Angela Palmieri,
SCHOOL RECOMMENDATIONS
All of the planning and support at the state, district and union level comes
FOCUS ON TRANSPARENCY
Schools should engage local communities by offering family and community
workshops on Common Core State Standards (CCSS).
W HAT T HI S T O O L D O ES :
SCHOOL RECOMMENDATIONS
The district can set the scope and sequence for the
workshops. The content could include: explaining the
basics of Common Core, reading and analyzing studentand school-level data, rethinking homework help, and
communicating about the Common Core with others,
utilizing the schools CPAL (see page 24). This would ensure
that schools are meeting common goals set by the district
for parent workshops, while also meeting local needs that
are specific to the school site.
30
WH AT T HI S TO O L D O ES :
22%
of parents agree or
strongly agree that they
understand why, how and
on what timeline their
school is implementing the
new standards.
Parents recognize
the problem
of teachers
91%
84%
48% 60%
of parents
of students
Teachers agree
on the solution
88%
of teachers
LEVERAGING
COMMUNITY RESOURCES
Here are a few examples of models, partners and
resources schools can look to in implementing
Common Core:
Youth Policy Institute
Charter Networks such as Partnerships to Uplift
Communities (PUC) Charter Schools, Ingenium
Charter Schools, Green Dot Public Schools or
Alliance Charter Network
School site parent committees and councils
need not
wait for the district to create school-level leadership roles.
Teachers can also do this work without district support,
though the work will be more consistent and equitable
with the cadre of district leaders mentioned on page 20.
CO N CLU S I O N
As mentioned throughout this paper, we recognize
that we are raising the standards for teaching and
learning and thus the stakes for our students and
our profession. Any bold change requires great
courage to not just begin a transformation, but
truly stay the course toward ongoing growth and
improvement in our public schools. Our students
show us this courage each day as they learn brand
new ideas and solve new problems, become the
first in their families to go to college, and eventually
step into new seats of career leadership and
community influence. Our finest teachers show us
this courage each day as they take on hard-to-staff
classrooms and help students leap two grade
levels in a year.
Though tough, change is possible. But teachers,
students and parents simply cant make this shift
alone. In this moment, we need our state, district,
union, administrators and community to have
courage along with us. Together, we can create
deeper learning needed to access colleges, careers
and most importantly the deepest potential of
our students minds.
CONCLUSION
33
APPENDIX A:
KENTUCKY'S INNOVATION CONFIGURATION MAP
LEVEL 1
Develops capacity of
LEVEL 2
Develops capacity of
LEVEL 3
Develops capacity of
in every classroom.
in every classroom.
learning, walk-throughs,
walk-throughs, looking
learning goals.
student learning.
on KCAS implementation
on KCAS implementation
webinars, etc.).
webinars, etc.).
for improvement.
Provides differentiated
Provides differentiated
implementation.
implementation.
Engages in quarterly
assessment of districtwide
districtwide interventions
accelerate implementation.
based on assessment to
accelerate implementation.
Engages in semi-annual
assessment of districtwide
progress toward full KCAS
implementation.
CENTRAL OFFICE STAFF / CHARACTERISTICS OF HIGHLY EFFECTIVE TEACHING AND LEARNING (CHETL)
Designs and implements a system for monitoring progress, providing feedback, and differentiating
support for implementation of KCAS.
LEVEL 4
LEVEL 5
toward implementation of
KCAS implementation.
LEVEL 6
Fails to monitor
implementation of KCAS to
improve student performance.
Provides districtwide
professional learning
on KCAS.
Kentucky Department of Education, Appalachia Regional Comprehensive Center at Edvantia, and Learning Forward
NOTES
NO T E S
36
1
ACT. (2013). ACT National Curriculum
Survey 2012. Iowa City, IA: Author.
2
http://nces.ed.gov/pubs2008/2008016.pdf
3
http://www.corestandards.org/about-thestandards/development-process/
4
Ibid.
5
http://www.cde.ca.gov/re/cc/tl/
6
Ibid.
7
http://www.cde.ca.gov/fg/aa/ca/
commoncore.asp
8
http://www.cde.ca.gov/fg/aa/lc/lcffoverview.
asp
9
http://www.cde.ca.gov/ta/tg/sa/ab484qa.asp
10
Himes, T. (2015, March 11). New Common
Core tests wont count; state suspends school
accountability measure. Los Angeles Daily
News. Retrieved from http://www.dailynews.
com/social-affairs/20150311/new-commoncore-tests-wont-count-state-suspends-schoolaccountability-measure
11
Ellison, K. (2015, March 23). Dates for new
Common Core assessments vary by district.
EdSource. Retrieved from http://edsource.
org/2015/dates-for-new-common-coreassessments-vary-by-district/
12
Baldassare, M., Bonner, D., Lopes, L., Petek,
S. (2015, April) PPIC Statewide Survey:
Californians and Education. [Data set].
Retrieved from http://www.ppic.org/content/
pubs/survey/S_415MBS.pdf
13
http://www.cde.ca.gov/be/ag/ag/yr15/
documents/jan15item01.doc
14
Tennessee Using Data to Support Policy
Priorities. (n.d.). Retrieved April 10, 2015, from
http://dataqualitycampaign.org/success-stories/
state-stories/tennessee-using-data-to-supportpolicy-priorities
15
Data. (n.d.). Retrieved April 15, 2015, from
https://www.tn.gov/education/data/tcap_2013.
shtml
16
Delaware Leverages Data to Make
Well-Informed Policy Decisions. (n.d.).
Retrieved April 10, 2015, from http://
dataqualitycampaign.org/success-stories/statestories/delaware-leverages-data-to-make-wellinformed-policy-decisions
17
Ibid.
18
Georgia Information Tunnel linking district
ingenuity with state resources to make data
matter. (n.d.). Retrieved April 10, 2015, from
http://dataqualitycampaign.org/success-stories/
state-stories/georgia-information-tunnellinking-district-ingenuity-with-state-resourcesto-make-data-matter
19
Darling-Hammond, L., Wilhoit, G., &
Pittenger, L. (2014). Accountability for college
and career readiness: Developing a new
paradigm. Stanford, CA: Stanford Center for
Opportunity Policy in Education.
20
Polikoff, M., McEachin, A. (2013). Policy
brief: Fixing the Academic Performance Index.
Stanford, CA: Policy Analysis for California
Education.
21
Smarter Balanced States Approve Achievement
METHODOLOGY
Whitehurst, G., & Chingos, M. (2011). Class Size: What
Research Says and What it Means for State Policy. Retrieved
from http://www.brookings.edu/~/media/research/files/
papers/2011/5/11-class-size-whitehurst-chingos/0511_
class_size_whitehurst_chingos.pdf
54
Goddard,Y., Goddard, R., & Tschannen-Moran, M.
(2007). A Theoretical and Empirical Investigation of Teacher
Collaboration for School Improvement and Student
Achievement in Public Elementary Schools. Teachers
College Record, 109(4), 877-896. Retrieved from http://
www.schoolturnaroundsupport.org/sites/default/files/
resources/collaboration_studentachievement.pdf
55
Darling-Hammond, L., Wei, R.C., Andree, A. (2010,
August). How High-Achieving Countries Develop Great
Teachers (Stanford Center for Opportunity Policy in
Education Research Brief). Retrieved from https://edpolicy.
stanford.edu/sites/default/files/publications/how-highachieving-countries-develop-great-teachers.pdf
56
Impact. (2012, December 12). Retrieved April 9, 2015,
from http://www.envisionschools.org/impact/
57
Drolet, R.E. (2009). Meeting Increased Common
Planning Time Requirements: A Case Study of Middle
Schools in Three Rhode Island Districts (Doctoral
dissertation). Retrieved from http://www.nassp.org/
content/158/drolet-dissertation.pdf
58
Phi Delta Kappa International. (2014.) The PDK/Gallup
Poll of the Publics Attitudes Toward the Public Schools.
[Data set]. Retrieved from http://pdkpoll.pdkintl.org/
october/
59
Henderson, A. T. & Mapp, K. L. (2002). A new wave of
evidence: The impact of school, family, and community
connections on student achievement. Austin, TX: Southwest
Educational Development Laboratory.
60
See: http://partnershipla.org/Our_Approach/Parent_
College
61
See: https://www.engageny.org/resource/planning-aparent-workshop-toolkit-for-parent-engagement
62
Los Angeles Unified, Language Acquisition Branch.
(2011). Revision of the LAUSD Master Plan [Powerpoint
Slides]. Retrieved from http://notebook.lausd.net/
pls/ptl/docs/page/ca_lausd/fldr_organizations/fldr_
instructional_svcs/instructionalsupportservices/language_
acq_home/language_acquisition_master_plan_rewrite/
tab1211308/4%20master%20plan%20overview.pdf
63
See: http://www.kent.k12.wa.us/pasa
64
Interviews with over 100 teachers across 14 schools,
conducted by E4E-LA Teacher Policy Team Members,
March 2015.
65
Ingersoll, R. (2001). Teacher Turnover And Teacher
Shortages: An Organizational Analysis. American
Educational Research Journal, 38(3), 499-534.
66
Farris-Berg, K., & Kohl, K. (2014, November 11). Bold
Innovations Emerging at L.A. Unifieds Teacher-Powered
Schools. Education Week.
67
See: http://notebook.lausd.net/portal/page?_
pageid=33,54194&_dad=ptl&_schema=PTL_EP
68
See: http://achieve.lausd.net/cms/lib08/CA01000043/
Centricity/domain/381/reed%20v.%20lausd%20et%20al/
Reed%20-%20Final%20Settlement%20and%20Release%20
of%20all%20Claims.pdf
69
See: http://partnershipla.org/news/view/2015-03teacher-leader-applications
53
REVIEWING RESEARCH
We met for eight weeks to review research
on different national attempts to improving
Common Core implementation as well as local
strategies being proposed or piloted by LAs
Promise, LAUSD, Partnership for Los Angeles
Schools, Youth Policy Institute and local charter
networks. Additionally, we hosted conversations
with leaders from Ed Trust West, the Los Angeles
Education Partnership, the Office of State Senator
Carol Liu, the Stanford Center on Opportunity
Policy in Education (SCOPE) and other local and
national experts.
37
Charell Milton
Jesse Balderas
4th and 5th grade, Broadway Elementary, Los Angeles Unified
Angela Palmieri
Dual Immersion Kindergarten, John Muir Elementary,
Glendale Unified
Jessica Cuellar
Special Education, Nueva Esperanza Charter Academy,
Partnerships to Uplift Communities (PUC) Charter Schools
Adam Paskowitz
Science and Engineering, Banning Academy of Creative
and Innovative Sciences, Los Angeles Unified
Xochitl Gilkeson
English, El Camino Real Charter High School, Los Angeles Unified
Lisa Quon-Heinsen
Kindergarten and 1st grade, San Pascual Elementary,
Los Angeles Unified
Lyeah Granderson
1st grade, Woodcrest Elementary, Los Angeles Unified
Lucia Huerta
4th grade, George J. De La Torre Elementary, Los Angeles Unified
Jennifer Lopez
6th grade history, Nueva Esperanza Charter Academy,
Partnerships to Uplift Communities (PUC) Charter Schools
Lovelyn Marquez-Prueher
8th grade English, Dodson Middle School, Los Angeles Unified
Meghann Seril
3rd grade, Broadway Elementary, Los Angeles Unified
Erica Silva
3rd grade, KIPP Comienza Community Prep, KIPP LA Schools
Debbie Siriwardene
5th grade, Leland Street Elementary, Los Angeles Unified
LaTanya Smith
5th grade, Fenton Avenue Charter
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