Opening of School Update Office of Curriculum, Instruction and Assessment: Dr. Nancy DePalma

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1 Opening of School Update Office of Curriculum, Instruction and Assessment: Dr. Nancy DePalma This report provides an update on the District Development Plan, professional development, summer curriculum writing, textbook purchases, curriculum review and renewal, the status of our Transitional Language Program, Summer Programs, support for new teachers and administrators and the Convocation program. District Development Planning The District Development Plan is reviewed annually based on the district s progress toward achieving the Board of Education Goals. The development of the plan begins with a summary analysis of key findings. This analysis leads to the articulation of district areas of focus and strategic efforts. This guidance defines the parameters for schools and departments to flexibly identify critical action steps that will advance the district goals. Performance indicators provide the metrics by which we measure progress relative to the areas of focus. The plan is implemented and monitored throughout the year and portions of the plan are reported on to the Board of Education. A final analysis is conducted annually by examining our collective district results against the performance indicators. This assessment is then used to shape the next iteration of the development of the plan. A summary of the goals, focus areas and district strategic efforts are listed below. Goal One: Advance achievement for all students and reduce disparity between and among groups. District Focus: Using the Model of Continuous Improvement, we will strengthen standards, curriculum, instruction, and assessment to help all students achieve and realize their potential. District Strategic Efforts: Conduct a thorough assessment of strengths and needs grounded in student data and program results to develop school, department, and program development plans Promote positive and productive curricular and instructional changes through the identification of focused learning targets that foster deep learning of content and skills Incorporate principles of universal design for learning, differentiation strategies, culturally relevant pedagogy, formative assessment practices, and intervention strategies Enable college and career readiness through a rich and diverse program of study; conduct ongoing and systemic reviews of PK-12 programming to assess the quality, equity, relevance, and vitality of program and course pathways, program structures, policies and procedures Agenda Item: VI.A.1.b. 1

2 Goal Two: Nurture the intellectual, physical and emotional well-being of students and create a safe and respectful learning community where all students are held to high expectations. District Focus: Create an inclusionary environment and community that fosters intellectually, physically, and emotionally healthy learning and living. District Strategic Efforts: Create cultures that emphasize high expectations for student conduct, responsible behavior, and respect for others through comprehensive educational programming Develop a culture that enables learners (students, staff, and families) to be strategic and goaldirected and promote communication patterns that provide for transparency Develop and cultivate school-family-community partnerships; ensure clear, timely and responsive lines of communication with students and families Goal Three: Attract, retain and develop high quality staff by providing professional development, resources and appropriate learning environments. District Focus: Create the conditions that promote collaborative inquiry through shared and distributed leadership. District Strategic Efforts: Create environments of collective inquiry that support a culture of distributed leadership, self-directed professional learning, and supervisory practices in service to teacher development Build the capacity and cultural proficiency of teachers and staff to provide high quality instruction and support learners through coaching and mentoring Build the diversity of our teaching population to more closely match the diversity of our student population Elements of the District Development Plan will be reported to the Board of Education throughout the year as performance indicator data become available. With the change to the state accountability system, we have adjusted our performance indicators accordingly. 2

3 Professional Development Curriculum and Staff Improvement (CSI) Professional development in May and June focused on a range of topics to include an introduction to the Writer s Workshop model at the elementary level, continued reflection on effective instructional practices in mathematics as undertaken by the PK-12 Mathematics Vertical Team, end of year reflection by the administrative (Extended Leadership) team, and teacher and mentor training in the Teacher Education And Mentoring (TEAM) Program model. Connecticut Council for Inter-Religious Understanding Workshop Ten teachers selected from five greater Hartford area high schools took part in a week long summer workshop facilitated by Social Studies Department Supervisor, Jessica Blitzer. Under the guidance of Dr. Diane Moore, Director of the Program in Religion and Secondary Education at the Harvard Divinity School, teachers endeavored to deepen the study of world religion in the Social Studies curriculum at the high school level. Extended Leadership The Extended Leadership team met for two days in August with a focus on leadership skill building and continued training on the Teacher Evaluation and Development Program. Leadership exercises in Storytelling were built around recognizing the rationale for its use in developing the capacity to deliver effective, engaging, and inspiring content to diverse audiences. Wolcott teacher, Matt Dicks, provided those in attendance with an interactive session in which district administrators gained an understanding of the importance and obligation of speakers (i.e., administrators) to be engaging and motivating when delivering content, and how and why stories enhance information transfer. The application of these skills will make our administrators more effective delivering professional development and oral presentations to a range of audiences. Training on the Teacher Evaluation and Development Program included a review of changes made to the plan for , a review of our revised evaluation rubrics, and discussion of continued professional development for evaluators in place for the coming year. Administrators will in turn provide training in their buildings to orient and update their teachers on these changes. The district has renewed its partnership with ReVision Learning to support ongoing work-related to evaluator calibration and providing evidence-based feedback that targets specific actions teachers can take to enhance their development and support student learning. 3

4 Advanced Placement Over the course of the school year, a total of nine secondary school teachers attended seven separate workshops to support their professional development relative to teaching within the Advanced Placement program. Participation included teachers from the English Language Arts, Mathematics, Social Studies, and World Language departments supporting the following advanced placement (AP) courses: Calculus AB, Capstone Research, Computer Science, French Language and Culture, Spanish Language and Culture, US Government, and US History. Introductory and advanced programs supported both new and veteran AP teachers. RULER Program Seven district staff members (4 administrators and 3 teachers) attended the Center of Emotional Intelligence Program at Yale University for a week-long training in the design and delivery of the RULER Program. There are five RULER skills which make up the RULER acronym: R - recognize your emotions - physiology, body language, vocal tone, facial expressions, etc.. U - understand the causes and consequences of our emotions L - label the emotion (we need to name it to tame it). E - express emotions (learn how to express emotions effectively). R - regulate emotions The workshop was facilitated by Marc Brackett, the director of the Center. Research in social and psychological science demonstrates that emotions impact five core areas that significantly influence the learning process and environment. They are: 1. Attention, memory and learning, 2. Judgment and decision making, 3. Quality of relationships, 4. Mental and physical health, and 5. Overall everyday effectiveness and performance. It is expected that those in attendance will apply their learning in beginning the process of implementing pilot RULER programs at King Philip Middle School, and Braeburn Elementary School. Science, Math, Engineering and Technology Programming This summer, 6 staff members from Smith STEM School received training in Inquiry Learning from the Connecticut Science Center as part of 3-5 year professional development plan in inquiry-based teaching and learning that advances the implementation of STEM experiences throughout the school. This summer marks the third year of an ongoing partnership between WHPS and the Science Center. This year, the new science teacher from Smith underwent year 1 training, 4 teachers received sophomore training and 1 teacher received the advanced (year 3) training. Smith's own STEM Specialist, Sharon Zajack and Sedgwick's Melissa Beherns are trainers for the Inquiry Learning Professional development series and spent 3+ weeks facilitating Professional Development. 4

5 Curriculum Review and Renewal The Five-Year Plan for Curriculum Review and Renewal is a critically important function of the Office of Curriculum, Instruction and Assessment overseen by the WHPS Curriculum Council (formally CPDC) and enacted by the PK-12 curriculum leadership. During the school year, vertical teams in the disciplines of Physical Education, Health, Gifted and Talented (QuEST), Early Childhood Education, and among related services, the areas of School Psychologists and Social Workers, presented during the course of the year. Feedback from the Curriculum Council provided direction for curriculum renewal and improvement and Department Development Planning. During the school year, the following areas are scheduled for review: Social Studies, Music, Theater and Teacher Assistant programs. Summer Curriculum Writing Priority for summer curriculum writing supported three key areas of focus (i) efforts to support new courses at the secondary level, (ii) new curriculum based on changes to state and national standards; and (iii) continued review and refinement of our curricular that support the CT Core State Standards across a range of disciplines. Elementary: Over 60 teachers worked to write and revise curriculum in the area of PreK/Early Childhood, Mathematics, English/Language Arts, Writing, and Technology Integration based on teacher feedback, district priorities, and critical shifts in instructional approach. The early childhood vertical team comprised of PreK teachers, Kindergarten teachers, and curriculum met to review research on PreK-3 education and early brain development, unpack the CT Early Learning and Development Standards (ELDS), and create a PreK curriculum framework. Within mathematics, the K-5 curriculum revision team focused on fluency progressions for grades K-2 and problem solving tasks (performance tasks) within grades 3-5. K-5 English language arts curriculum units saw revision to reflect greater focus on foundational reading skills, comprehension, speaking, and listening skills. In addition, writing will be taught through the Lucy Calkins Units of Study modules and Companion Guides were developed to assist teachers with planning for instructional units on writing. A PK-5 vertical team developed an overall plan for technology integration and alignment at all levels. PreK plans for technology will be developed along with curriculum over the next few years. These K-5 plans for technology integration scaffold technology knowledge and skill competencies and will be integrated within content area curriculum. Additional plans for technology integration will be developed by elementary curriculum revision teams over the next several years. 5

6 Secondary Curriculum development for new courses included Problem Solving and Law courses at the REACH Alternative High School Program, engaging semester courses such as Voices of Rebellion within English Language Arts, and support for Research and Seminar within the AP Capstone program. Curriculum writing to align to new state and national standards was a focus within ESOL, Library Media, Science, and Social Studies. Work supported larger curricular goals outlined in the Connecticut English Language Proficiency (CELP) Standards, American Association of School Librarians (AASL), Next Generation Science Standards (NGSS), and the CT Social Studies Framework. Curriculum review and refinement continued to be a focus for English language arts and mathematics in support of alignment to the CT Core Curriculum. In addition, the science department refined its Chemistry curriculum and World Languages updated its AP languages curricula. Textbook Purchases Textbook and related resource purchases in support of major curriculum efforts included the following: Elementary Purchases supported new curricular at Pre-K with a focus on numeracy screening and fiction texts to support social-emotional learning goals. K-5 purchases supported mathematics instruction for fluency and computation and writing instruction using the Lucy Calkins writing model. Literacy intervention materials will support reading foundational skills for grades K-3. ESOL continued to phase in materials adoption to support new curriculum for grades 2-3 Secondary Purchases supported major curriculum work in English language arts, science, social studies, mathematics and world languages. English language arts purchased resources to support text sets comprising of both fiction and non-fiction materials related to themed curricular units as well as materials to support vocabulary instruction. Social Studies purchased themed texts to support teaching US History from the African American Experience. Science acquired resources to support physics instruction. Mathematics invested in intervention materials and resources to support Computer Science. World Language purchased materials to support Chinese, French and Spanish classes. Transitional Language Program (TLP) Bilingual programs (TLP) are mandated by the Connecticut State Department of Education whenever a public school has 20 or more students classified as dominant in the same language other than English. This year, we will have Spanish Transitional Language Programs at two schools: Charter Oak International Academy and Webster Hill Elementary. 6

7 Summer Programs Summer Connections Charter Oak and Smith Elementary In its eighth year, 110 students in grades 1 through 5 from Charter Oak International Academy and Smith STEM School attended the Summer Connections Program, held this summer at Smith. There is no fee to participate in this four week extended school year program, and transportation is provided to students who live further than one mile. A free, nutritious snack was provided daily to all students through a grant procured by Nutritional Services. The program aligns with the CT Core Standards and focuses on strengthening anchor standards in literacy and mathematics. Small group sizes, rich high-interest texts, and access to technology for building background knowledge; researching and producing responses to reading; and for skill practice enhance skill development and motivate learners. Mathematics foundational skills were supported through the use of visual and hands on materials such as Versatiles and the TenMarks program. Parents/guardians, as well as each student s classroom teacher for the school year, receive a progress report detailing student progress during the Summer Connections Program. Summer ESOL Program The Summer ESOL Program had 125 students in Grades 1 through 8 attending at Morley Elementary. The curriculum focuses on West Hartford ESOL objectives and integrates reading, writing, and mathematics instruction. Students are divided into small, grade-level classes based on their English language fluency (beginner, intermediate, advanced). The continued support for this program ensures that students maintain and enhance their literacy and mathematics skills during the summer months. There is no fee for participating, and transportation is provided to students who live further than one mile from the school. Students are provided a nutritious snack each day which is paid for through a grant procured by Nutrition Services. Parents/guardians, the classroom teacher, and the building ESOL teacher receive a copy of their student s progress report which details language arts and math progress as well as personal and social development during the program s four weeks of instruction. HANOC Race through the Summer: Respect, Academics, Computers, Environment The Hillcrest Area Neighborhood Outreach Center (HANOC) is in its 17th year. Located at 105 Hillcrest Avenue, HANOC is a collaborative effort of the Town of West Hartford, West Hartford Housing Authority, West Hartford Board of Education and other community agencies. HANOC helps families with limited economic means to become more financially independent and integrated into the schools and community by coordinating resources to meet their needs. The various programs offered at HANOC are free of charge, and provide families with the opportunity to enhance the quality of their lives through self determination, responsibility, commitment and collaboration. The summer program runs for four weeks in July, Monday through Thursday, from 9:00-11:30. 7 The Summer Academic Program is offered to any child who is entering 1st through 8th grade and lives in the Hillcrest Area Neighborhood. It provides an opportunity for continued learning in an effort to maintain and enhance skills that were acquired throughout the school year. Breakfast and a nutritious mid-morning snack are provided each day. Under the oversight of a

8 director, three certified teachers, and volunteers, curriculum-based activities, aligned with Common Core objectives challenge students to become better readers, writers, mathematicians and "explorers" of learning. Each year, a theme is incorporated into the learning activities. This year's theme was "Science". During the course of the week, students use computers and other resources for research. Since this program consists of students at different grade levels, book buddy reading time and team-building activities help to make connections among the students by exemplifying good sportsmanship, developing friendships, and creating a sense of community. The program closes with a cultural trip. This year students attended a musical at the Newington Children's Theater Company. A mix of fun and learning is incorporated throughout the course of the program. Project Spark As part of our Javits grant partnership with the University of Connecticut, 28 K-2 students from Wolcott School participated in a summer math enrichment program. The four-week, grantfunded program was taught by four WHPS teachers and utilized Project M2, a research-based mathematics curriculum developed at UCONN. Project SPARK (Supporting and Promoting Advanced Readiness in Kids) seeks to increase representation of diverse groups in gifted programs and supporting achievement among these students. Project SPARK focuses on early identification and intervention among students in grades K-2, providing supports during the school year and the summer to promote student readiness for gifted program identification, and broadening teacher perceptions of giftedness among students from diverse backgrounds. For additional information on Project Spark and the Javits grant, please refer to Open Choice Welcome to New Families Kerry Jones, Director of Elementary Education and Roszena Haskins, Director for Continuing Education and Diversity Advancement welcomed Open Choice families new to West Hartford to dinner and an information session on August 13. Six new Open Choice families learned about the district and community while their children entering grades K-2 engaged in activities with WHPS teachers. Families met each other during a pizza dinner, followed by a bus tour of West Hartford and our Open Choice schools. Thanks to the efforts of Amy Yarbrough, our Open Choice family engagement consultant, each child received a welcome "goody bag" with school spirit-wear and bumper sticker magnets. WHPS administrators, our registrar, and CREC staff were available to answer questions. This first-time event, supported by funding through our district Open Choice grant, was well-received by families and students. Inter-district Collaborative Summer High School The West Hartford Inter-district Collaborative Summer High School is a regional collaborative of 20 school districts that qualifies their students for West Hartford resident tuition rates. The program also employs certified teachers from the participating membership districts. The collaborating towns are: Avon, Berlin, Bloomfield, Canton, Cromwell, East Granby, Enfield, Farmington, Glastonbury, Granby, Hartford, New Britain, Newington, Region 10: Burlington/Harwinton, Rocky Hill, Simsbury, South Windsor, Suffield, Wethersfield, and 8

9 Windsor and West Hartford. This year, students from over thirty districts enrolled in the summer high school program. The Summer High School is both an alternative to, and an integral part of, the total educational process of the students who attend. The advantages provided to students by the Summer High School offerings include: Allowing students to earn credit during the summer and make their regular school schedule more flexible. Offering diverse credit courses that are not ordinarily offered in summer by aggregating students from throughout the region to make it economically feasible. Providing students with a chance to make up failed work. Some students would not graduate on time if summer school did not exist. Allowing students to focus on one subject area for an extended period of time. Providing students with the opportunity to take a course that will lessen their course load during the school year, thus allowing them to focus on studies in areas such as Advanced Placement courses or concentrated courses in the arts or other areas. Using a block schedule (four hours, twenty minutes of class per day), which allows more flexibility for creative classroom activities, laboratory exercises, and authentic experiences. Allowing students and staff of diverse ethnic and racial backgrounds to participate in quality, integrated educational experiences on a voluntary basis for a modest fee. In summary, the West Hartford Inter-District Collaborative Summer High School provides a variety of alternatives for students as they plan and complete their high school education. AP Boot Camp Conard s AP Boot Camp program celebrated its fourth year providing students with an orientation to advanced placement course work and the opportunity to collaborate with their peers while exploring content and study skills necessary to be successful. Approximately 80 students engaged in workshops led by ten teachers and counselors with the majority of students being first-time enrollees in an AP class. The focus of workshops included team building activities, study sessions on time management, critical thinking, reading and writing skills, and preparations for individual AP courses. Extended School Year Program The Pupil Services Department offers a range of educational offerings through the Extended School Year Program. Students receiving special education services are generally enrolled through the PPT process during the spring. Many of the programs are open to any student (not only those within special education) with enrollments managed through the Continuing Education department. 9 Programs to support early education / primary grades included the Summer Fun for Pre-School (3 classrooms), the Get Ready At Summer Preschool (GRASP) (3 classrooms), and the Moving On Up program (2 classrooms). The Learning Center (1 classroom) and the Applied Behavioral Analysis (ABA) Pre-school program (2 classrooms) supported primary grade students requiring

10 10 more intensive behavioral and learning supports. All PK-1 programs were hosted at Whiting Lane Elementary. Programs to support elementary through middle school students (grades 2-8) included the ABA Resource and Social Skills program (1 classroom), the Learning Center (1 classroom), and the Special Needs / Multi-Disabled Program (13 classrooms). All programs were hosted at Bristow Middle School. Grades 9-12 / Post-Secondary programming included the Special Needs / Multi-Disabled Program (4 classrooms) and a Post-Secondary: Achieve/WAAVE program (1 classroom). All high school / post-secondary programs were hosted at 11 Wampanoag. In total, these programs supported 285 students (271 students receiving special educational services) across a range of topics and educational service needs. One of the many highlights of the summer program included the end-of-summer dance performance for ESY students at Bristow Middle School coordinated by Ms Laura Holt. New Teacher Orientation The Office of Human Resources and the Office of Curriculum, Instruction and Assessment partnered to support the induction of over forty new staff members this summer. Highlights of the program include a comprehensive introduction to the district philosophy, mission, and goals for curriculum and instruction, a presentation by Jennifer Lanese, the WHPS Teacher of the Year, an introduction to Student Support Services, a presentation on the history of West Hartford Public Schools by Dr. Tracey Wilson and overviews of the teacher evaluation process, professional development, gifted and talented services, and information technology. Staff are treated to a presentation by a select group of Braeburn Elementary students and a luncheon featuring keynote addresses by West Hartford Mayor, Scott Slifka and Superintendent Tom Moore. Convocation Mr. Steve Cook, principal of Bristow Middle School, and student members of the Bristow Middle School Players welcomed the district teachers who convened for this annual opening of the school year event. The talented students treated their audience to an exhilarating selection from the musical Seussical, Jr. titled Oh the Thinks You Can Think. Mrs. Roszena Haskins, Director of Continuing Education and Diversity Advancement, served as emcee, motivating those in attendance with humor and grace throughout introductions of guest speakers. Mr. Bruce Putterman, former Chair and current member of the West Hartford Board of Education, greeted the faculty and staff with a reflective message citing ten predictions for the future of education in general and district in particular. Isabella Guajardo-Moore, recent Bristow graduate, captivated the audience with thoughtful insights on the experiences she s had as an elementary and middle school student in West Hartford. Ms. Jen Lanese, the Teacher of the Year shared her reflections as a high school English teacher and challenged her peers to show courage and grace, even in the face of disagreement, ending her speech with a stirring quote from Tennyson s Ulysses. Superintendent Tom Moore provided his second inspirational, motivating, and

11 compelling address reinforcing his ongoing vision for the children of West Hartford, the miracles our teachers are privileged to have in their charge every day. Through an opening assessment, allegory, song lyrics, and powerful oration, he refreshed his philosophy and expectations of each district teacher to wake up from the slumber of pessimism, be bold vanguards in creating thinking, and use all resources available in their continuing quest to provide Clear Paths. Bright Futures. No Limits. for every student in the West Hartford Public Schools. 11