Office of Curriculum, Instruction, and Assessment:

Transcription

1 Office of Curriculum, Instruction, and Assessment: Presentation to the School Committee ~ January 2014, Dr. Jessica Huizenga We can t solve problems by using the same kind of thinking we used when we created them Albert Einstein

2 Identify the Current Challenges and work ahead for CPS in: Curriculum, Instruction, and Assessment Connecting to Mission Excellence and Equity Discuss drivers of future growth at CPS: Making the Case to focus our work on the Instructional Core. Logic Model The Common Core and PAARC Game Changers Making the connection to teacher and administrator evaluation. Define Process for Achieving Success: The Curriculum Review Cycle

3 What are the implications for teachers? Most importantly, student learning? 3

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5 Where We Haven t. Additional Staffing Coaching RTI/PBIS New commercially developed software New Assessments Some training Committees Evaluations New Programs A comprehensive, rigorous, district wide guaranteed and viable standardsbased curriculum. Establishing shared understandings and expectations system wide of teaching and learning. Aligned and Systematic Assessment System. High Quality Professional Development for Teachers and Leaders to effectively develop curriculum, implement it, and assess student learning in multiple ways. Comprehensive Multi-Year Teacher Induction. Various approaches to An instructional management system.

6 Curriculum is NOT:

7 Curriculum is: A planned series of experiences designed to ensure that students achieve designated objectives deemed to be important in a particular segment of content. A solid curriculum includes methods and strategies for teaching and learning. (Souza and Tomlinson, 2011) Quality Curriculum Is Organized around essential content and goals Aligned with content, goals, assessments, and learning experiences Focused on Student Understanding Engaging for Students Authentic Designing high quality curriculum is complex and requires teachers or other curriculum developers who understands the discipline that the curriculum will represent, as well as the students who will study the curriculum.

8 Stage 1: What are the learning goals, and understandings framed as student abilities & achievements? Stage 2: What is the most appropriate evidence of achievement of STAGE 1 Goals Variety of Assessments Stage 3: What are the most appropriate learning activities, given the goals (ST1) and Learning by Design (UBD)

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10 The COMMON CORE is our GAME CHANGER

11 Extension CRLS RSTA Putnam Ave Vassal Lane Cambridge Street Rindge Ave AMIGOS K-Lo King Baldwin Peabody Morse Haggerty Tobin G & P C-Port Fletcher- Maynard King- Open

12 The REAL Race to The Top K F i n I s h College And Career Ready Curriculum Assessment Instruction

13 The Core College And Career Ready Of our Work Ahead: 2 1 K F i n i s h Assessment Curriculum Instruction

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15 Standards based curriculum High leverage instruction Assessments Tiered Support PLC Observations Evaluation Professional Development THE BLACK BOX OF IMPLEMENTATION Improved Student Learning Decreased Achievement Gap for ALL Students

16 Standards based curriculum High Leverage Instruction Assessments Tiered Support PLC Observations Evaluation Professional Development IMPLEMENTATION Success = What we are doing + Why we are doing it (need to understand the logic behind our actions) Improved Student Learning Decreased Achievement Gap for ALL Students

17 Inputs Activities Our Internal Resources Coordinators Principals Teachers Coaches Our External Resources Outside Expertise What we do Develop standards based (embedded), relevant, and engaging curriculum & Implement research based instructional best practices Assess students and use a cycle of inquiry to make meaning of the data and implement appropriate interventions for academics (RtI) and behavior (PBIS Observation, Feedback, Evaluation and Professional Development

18 Short-term Outcomes Measurable changes in Knowledge, Skill and Attitude Curriculum units developed using UbD PD provided in researchbased instructional practices Assessments given Data reviewed in systematic ways Interventions implemented PLC s convened Educator Evaluation System developed Mid-term Outcomes Measurable Changes in behavior or practice Instruction is aligned to standards and WIDA and educators are implementing best practices as evidenced by observations, and improvement plans Students are being placed in appropriate interventions based on data IMPACT Increased Student Learning All 3 rd grade students reading on grade level Decrease in the Achievement Gaps for All Students

19 Provides a common language, district wide Helps us differentiate between what we do and results - outcomes Guides and helps focus work Leads to improved planning and management Increases intentionality and purpose Anticipated Results: Improvement of overall outcomes district wide Improved quality and consistency across the district Improved calibration and consistency of educator evaluations Increased engagement and morale of both students and teachers Increase Rigor and challenge to ALL students Greater Inclusivity, and Reduction in Special Education # s Teachers feel more supported and more confident to meet a range of learner needs.

20 Principals & Administrators Instructional Leadership* Management and Operations Family & Community Partnerships Professional Culture Teachers Curriculum, Planning & Assessment* Teaching All Students* Family & Community Engagement Professional Culture 20 * Standards requiring proficient rating or above to achieve overall rating of proficient or above

21 o Rigorous Standards Based Unit Design: o Designs units of instruction with measurable outcomes and challenging tasks requiring higherorder thinking skills that enable students to learn the knowledge and skills defined in state standards/ local curricula. o Well Structured Lessons: o Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping. o Variety of Assessment Methods: o Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student s learning, growth, and progress toward achieving state/local standards.

22 Each Standard is defined by regulation Each Indicator is defined by regulation Each Element is described at each performance level o Standards Based Unit Design: o Provides support and assistance for educators and teams to use a backward design approach to plan standards-based units with measurable outcomes and challenging tasks requiring higher-order thinking. Frequently monitors and assesses progress, providing feedback as necessary. o Lesson Development Support: o Supports educators to develop well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequences, activities, materials, technologies, and grouping. o Instructional Practices: o While observing practice and reviewing unit plans, looks for and identifies a variety of effective teaching strategies and practices. 22

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31 Clear and Defined Pathway for student success, which meets learners on all ends of the spectrum: Both high achieving, and students in need of support = Less gaps in achievement, lower special education % s. Clear and articulated standards for teachers and students Ability to consistently evaluate and provide feedback to teachers on the instructional and learning program, due to shared understandings and implementation of best practices. Ability to consistently report on progress for students Promotes more inclusive practices through specially designed and differentiated instruction based on Universal Design for learning practices. Better meet the needs of our ELL population through Integrated WIDA and Language Instruction. 31

32 Extension CRLS RSTA Putnam Ave Vassal Lane Cambridge Street Rindge Ave. AMIGOS K-Lo King Baldwin Peabody Morse Haggerty Tobin G & P C-Port Fletcher- Maynard King- Open = Excellence & Equity

33 Thank you.

34 Move this way only as far as necessary Day Schools Residential Clusters Hospital Schools Home Bound Special Classes with Mainstreaming Opportunities in Academic and Non-Academic Classes as Specified in the IEP Pull-out Special Education Services and other Related Services for a small portion of the school Day most academics in general education setting Return this way as rapidly and feasible as possible General Education within class, Direct Special Education Services And other Related Services General Education with no Direct Special Education Services or Supports Revised 09/29/2011

35 Student A Math Science Social Studies English Student B Content Mastery Critical Thinking Problem Solving Communication Student C Content Mastery Critical Thinking Problem Solving Communication Collaboration Creativity Global Competence Self Direction 35