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A Complete Plan for Learning School Reinvention Symposium Grades 6 – 12 October 27 - 29, 2006 Kaplan K-12 Learning Services Bernards Township Public Schools.

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Presentation on theme: "A Complete Plan for Learning School Reinvention Symposium Grades 6 – 12 October 27 - 29, 2006 Kaplan K-12 Learning Services Bernards Township Public Schools."— Presentation transcript:

1 A Complete Plan for Learning School Reinvention Symposium Grades 6 – 12 October 27 - 29, 2006 Kaplan K-12 Learning Services Bernards Township Public Schools Glens Falls City School District Scaffolding Learning Across Grades 6 - 12

2 Think Different Here is to the Crazy Ones! Ones who see things differently They Change Things

3 A guaranteed and viable curriculum is the #1 school-level factor impacting on student achievement. Robert Marzano, What Works in Schools How Can We Ensure That These Things Happen?

4 Guaranteed? Will every student receive the same information? Do these textbook pages teach to these standards, the way the standards demand that these things be taught? Did students learn necessary prerequisite skills and content in earlier grades?

5 =? Viable? A comparison of two 10 th Grade writing assignments from two different teachers at the same school. Write a composition of at least 4 paragraphs on Martin Luther Kings most important contribution to this society. Illustrate your work with a neat cover page. Neatness counts. A frequent theme in literature is the conflict between the individual and society. From literature you have read, select a character who struggled with society. In a well-developed essay, identify the character and explain why this characters conflict with society is important. Information provided by the Education Trust Is it accurate to say that, what you learn depends on who you get? Is it all right to say that? Is it accurate to say that, what you learn depends on who you get? Is it all right to say that?

6 Grade 9 ELA Grade 10 ELA Grade 11 ELA Grade 12 ELA Grade 9 Math Grade 9 Science Grade 9 Social Studies Grade 10 Math Grade 10 Science Grade 10 Social Studies Grade 11 Math Grade 11 Science Grade 11 Social Studies Grade 12 Math Grade 12 Science Grade 12 Social Studies Curriculum Alignment: The Reality

7 Grade 9ELAMathScience Social Studies Grade 10ELAMathScience Social Studies Grade 11ELAMathScience Social Studies Grade 12ELAMathScience Social Studies Curriculum Alignment: The Goal

8 How can curriculum design help us reach this goal? Hint: Just making new pacing plans wont do it!

9 Organizing Principle How Learning Works FACT

10 Teaching for Understanding What does it mean to truly understand a concept? I can explain it I can interpret it I can use it I can evaluate other ways to interpret and use it I can empathize with those other points of view I can evaluate myself in terms of my interpretation, my point of view, and the limitations of my understanding

11 Experts and Understanding The hallmark of the expert is the ability not only to take in new information efficiently, but also to assess each new piece of information in light of what she already knowsto evaluate not only the new information, but also, in some cases, her original understandings. True learning is not simply the adding-up of information, but a constant process of discovery, assessment, and re-evaluation of what we think we know.

12 Teaching to the Concept Early American settlers migrated West Settlers were looking for new opportunities Some settlers were looking for land Some settlers were looking for freedom FACTS Westward Movement TOPICS MigrationOpportunityFreedomNeeds BIG IDEAS People migrate to meet a variety of needs. KEY CONCEPTS Migration may lead to new opportunities and greater freedom. Adapted from H. Lynn Erickson, Concept-Based Curriculum

13 Teaching to People migrate to meet a variety of needs. Migration may lead to new opportunities and greater freedom. English Puritans Early 20 th Century Immigration South American Immigration African American Movement North the ConceptTransfer Competition, Migration, and Adaptation (Biology) The Grapes of Wrath (ELA) Global Marketplace (Economics)

14 Backwards Planning If you start with a picture of where you want to end up, its easier to figure out how to get there.

15 Backwards Planning Goal State Standards Pathway to Understanding Essential Questions Keys to Understanding Knowledge and Skills Desired Understanding Big Ideas & Key Concepts Plan for Understanding Lessons and Activities Based on Wiggins and McTighe, Understanding by Design

16 Unpacking Standards What big ideas are stated or implied in the nouns and adjectives used in the standards? How is a big idea different from a fact? Are big ideas relevant to only one grade level?

17 Science 6IE7.E Recognize whether evidence is consistent with a proposed explanation.

18 Math Grade 7 Number Sense 1.7 Solve problems that involve discounts, markups, commissions, and profit and compute simple and compound interest.

19 Language Arts Structural Features of Informational Materials 2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.

20 Unpacking Standards What key concepts underlie these big ideas? How is a concept different from a big idea? Are key concepts appropriate for only one grade level?

21 Driving It Across: Content What does it mean to prove something? Formal geometric proofs Scientific method and lab experiments Primary sources and historical events Persuasive essays and supporting arguments

22 Driving It Across: Expectations Thesis/Support in explanation of solution Thesis/support in lab experiment reports Thesis/Support in debate preparation Support main ideas with supporting arguments Seventh Grade: End of Marking Period 2 Seventh Grade: End of Marking Period 2 Seventh Grade: Marking Period 3 Seventh Grade: Marking Period 3

23 Tracking Rigor and Relevance A: Acquisition C: Assimilation B: Application D: Adaptation 1 2 3 4 5 654321654321 APPLICATION KNOWLEDGEKNOWLEDGE Willard Daggett, International Center for Leadership in Education A laundry-list approach to standards can make this level seem acceptable Analysis and reaching beyond the classroom are demanded here Aim high and far…but make sure you build scaffolds to help students get there

24 Managing Complex Change Vision Skills + Incentive + Resources + Action Plan + ?

25 Vision Skills + Incentive + Resources + Action Plan + CHANGE Managing Complex Change

26 Vision Skills + Incentive + Resources + Action Plan + Confusion Managing Complex Change

27 Vision Skills + Incentive + Resources + Action Plan + Anxiety Managing Complex Change

28 Vision Skills + Incentive + Resources + Action Plan + RESISTANCE Managing Complex Change

29 Vision Skills + Incentive + Resources + Action Plan + FRUSTRATION Managing Complex Change

30 Vision Skills + Incentive + Resources + Action Plan + TREADMILL Managing Complex Change

31 You have to change quickly enough so that gravity cannot drag you back. ~ Theodore Sizer

32 Horizontal Articulation A Successful Practices Network Best Practice from Ridge High School Bernard Township Public Schools

33 Where are the Connections? A Little History Lesson How We Began Stakeholder Involvement Let the work begin! Communication and Follow Through Current Status

34 A Little History Lesson June 2004: ICLE Model Schools Conference* Fall 2004: New Jersey High School Summit for Change December 2004: Inventing New Jerseys High Schools June 2005: ICLE Model Schools Conference October 2005: ICLE High School Symposium 2005-2006: ICLE Successful Practices Network June 2006: ICLE Model Schools Conference *Newly appointed as Director of Curriculum and Instruction

35 How We Began When all else fails- make a plan! Key components of great schools Visionary leadership Emphasis on Rigor and Relevance Real world use of technology Interdisciplinary Instruction Literacy Across the Curriculum Transition Pieces (9 th and 12 th grade)

36 Stakeholder Involvement Good to Great Steering Committee Subcommittees for each of the key components, chaired by a teacher member of the steering committee Teacher volunteers for sub-committees Curriculum supervisors as consultants to sub-committees Sub-committees met 2004-2005 submitted recommendations to Steering Committee

37 Let the Work Begin! Summer 2005 Summer curriculum writing to map 9 th grade curriculum School Year 2005- 2006 Formation of 9 th grade core teams Summer 2006 Continued curriculum development School Year 2006- 2007 Interdisciplinary meetings at faculty meetings 9th –12th grade

38 Communication and Follow-through Interdisciplinary Instruction and Literacy Across the Curriculum sub-committee –Representative from each discipline –Liaison to department –Communication conduit from department to committee and from committee to department Steering Committee Monthly Meetings Release Time (Honor the work)

39 Current Status 9 th grade Interdisciplinary Connections –See handout provided Interdisciplinary Summer Reading –The tale of The Curious Incident of the Dog in the Night-time Common rubric for writing assessment –A success story!

40 From Boardroom to Classroom: Changing School Culture Through Sustained Staff Development and Professional Learning Communities Steve Danna, Director of Secondary Education Glens Falls City School District

41 Essential Questions 1.How can long range planning produce improved student achievement? 2. Why is understanding your districts curriculum so important to student achievement? 3.How can sustained, systematic staff development lead to improved student achievement and staff morale? 4.What role does supervision and accountability play in improving school success?

42 We are now at a point where we must educate our children in what no one knew yesterday, and prepare our schools for what no one knows yet We are now at a point where we must educate our children in what no one knew yesterday, and prepare our schools for what no one knows yet - Margaret Mead

43 State Regulations Regents Action Plan-1983 Compact for Learning-1991 Shared Decision Making Site Based Teams Mission Statement-1996 Commencement Objectives Frameworks- 1996 Standards- 1997 Core Curricula State Assessments & Grad. Requirements- 1999 Project SAVE- 2000 All Regents Curriculum District Report Card AIS- 2000 Prof. Devt. Plan-2000 APPR-2000 District Safety Plan Character Ed. Curriculum Review Subject Area Blueprint Curriculum Mapping Alignment Goals Instruction Goals Board of Education Building Department Grade Level Curriculum Mapping Revise Blueprint Understanding By Design Curriculum Integration Differentiating Instruction Effective Teaching Model State Assessments Local Assessments Quarterly Meetings Department/Grade Level Team District Portfolio-2001 Data Analysis Attendance Policy- 2000 Child Abuse Reporting- 2000 Violence Incident Reporting- 2002 Glens Falls City School District NCLB - 2002 Adequate Yearly Progress (AYP) School Choice Supplemental Education Services (SES) Highly Qualified Teachers Scientifically Based Programs

44 Begin with the end in mind. Stephen Covey

45 Stage 1 Develop Districts Goals BOE retreats and collaborative sessions with administrators led to: –A review of district efforts in prior years –Recognition of the BOEs role in student performance through clearly defined goals –A process for measuring success

46 GOAL DEVELOPMENT PROCESS focused on student achievement BRAINSTORMED AREAS FOR GOALS DEFINED GOALS REFINED GOALS Arriving at one goal is the starting point to another - John Dewey

47 Goal A Goal A - Student achievement on all state assessments will be greater than regional and similar schools Goal B Goal B - Student achievement on all state assessments will be greater than the average scores of students from the previous three years Goal C Goal C - Student achievement on Terra Nova assessments will result in 100% of students gaining at least one years growth in reading and math Goal D Goal D - By 2003-2004, 80% of students will score at or above level three on state tests at the 4 th and 8 th grade level, and at 85% or better on regents exams

48 Stage 2 Goal Implementation, Analysis and Reflection Plan for implementation of goals Write action plan Share with staff and parents

49 By 2003-2004, 80% of students will score at or above level three(3) on state tests at the 4 th and 8 th grade level, and at 85% or better on regents exams Objectives: (1) After administering and scoring state assessments in ELA, Math, Social Studies and Science the staff will analyze results (2) After administering and scoring state assessments, the staff will disaggregate the assessment for concepts and skills (3) Subject Area Blueprint/Curriculum Maps will be analyzed for strengths and weaknesses in content (4) After analyzing the results of assessments, the staff will decide areas of need in staff development (5) K-5 writing program will be reviewed. 6-12 writing program will be developed (6) Instruction will change to meet the diverse needs of students (7) Given appropriate staff support, teachers will effectively manage student behavior

50 Action Steps: Staff will review and compare data, and make changes to curriculum and instruction Staff will read assessments, disaggregate them for concepts and skills, and analyze for standards and performance indicators that are covered During quarterly meetings, staff will compare results of assessments with curriculum maps and make changes where appropriate. They will also analyze forms of assessments used in the classroom and make adjustments to align them more closely with state assessments Exemplars and anchor papers will be developed Academic Intervention Services will be adusted to meet the needs of the students Staff will prepare a prioritized list of areas of staff development based on analysis of assessment results Analytical writing rubrics will be developed for the writing program. Exemplars will be developed Character Education Program will be developed K-12 More classroom visitations will occur by district administrators

51 We must not, in trying to think about how we can make a big difference, ignore the small daily differences we can make which, over time, add up to big differences that we often cannot foresee - Marian Wright Edelman All materials copyrighted by GFCSD

52 The following is essential in effective goal development: Goals should align with district mission statement Existing data must be reviewed for the district Goals should be based on student achievement Goals should be measurable and assessed regularly Plans should be established for celebrating successes The tragedy in life doesnt lie in not reaching your goals. The tragedy lies in having no goals to reach - Benjamin Mays

53 Evolution of Goal Setting to Support Student Achievement 1995-97 Teachers and administrators are asked to write three goals. 1997-99 Teachers and administrators are asked to write three performance based goals. 1999-2001 Teachers and administrators are asked to write three performance based goals and one has to be about raising student achievement. 2000-2002 Grade levels and departments write performance based goals together that are focused on raising student achievement. 2002-present Goals are building-based and focus on student achievement. All staff contribute toward their development.

54 Stage 3 Developing a Culture for Learning through Sustained, Staff Development Begin sustained, systematic staff development

55 1999-2001: Subject Area Blueprint 1.The staff is convinced through shared-decision making that the districts curriculum must be written down and aligned with the states standards. 2.Each grade and department take two professional days to write down what they currently teach and reach consensus throughout the grade level and department. 3.When blueprint is completed vertical teams of teachers (k-3, 3-6, 6-8, 8-12) meet to align the curriculum vertically and with the state standards. 4.The subject area blueprint was used for two years.

56 2001: Understanding by Design Two professional days were used to train entire staff on Wiggins and McTighes Understanding by Design model. UbD is now the only unit design model used in the district. Elements of UbD Backwards design model Stage 1 Identify desired results Stage 2 Determine acceptable evidence Stage 3 Plan and preparation

57 2002: Curriculum Mapping 1.After UbD training and using the blueprint for two years it became necessary for the curriculum to be reviewed again. Quarterly meetings had been established. During those meetings the teachers expanded the blueprint to a curriculum map by adding essential questions, assessments, and by separating skills and content into two columns. 2.Significant changes were made to the blueprint during the process. The teachers had to analyze the content when writing the essential questions and adding assessments. 3.The curriculum maps were completed in 2004 and are utilized daily. 4.Teachers are responsible for reporting their progress in teaching the curriculum to their principals. Changes to the maps are made when necessary. 5.The maps have serve as an excellent tool to guide the rewriting of the math curriculum to meet the new state standards.

58 Nothing New for 2002: Best Practices and Student Work Elementary Level - writing samples were analyzed to assess the effectiveness of our writing rubrics Secondary Level - teachers analyzed through peer review UbD units and student work To celebrate teachers and create a legacy, staff shared best practices with each member of the department or grade

59 Nothing New( cont… ) Drop-ins - the secondary coordinator used drop-in observations to discuss instructional strategies with teachers. He used a specific format that included essential questions, information from our How the Brain Learns course, differentiated learning and the Effective Teaching Model. Some drop-ins were written up and the anecdotal records were shared with teachers. Team Meetings - the secondary coordinator has two MS team meetings a month for discussion about data analysis, best practices, how the brain learns, and book talks.

60 2002: Data Analysis Fall quarterly meetings - departments and grade levels were trained to analyze multiple assessment data Staff learned to identify strengths and weaknesses through item analysis and error coding Strategies to address weaknesses were brainstormed and reports were written and distributed to staff and administration

61 2004-2005 How the Brain Learns After spending four years on curriculum development and data analysis we were ready for instructional strategies. We wanted the staff to understand the development and nuances of learning. We knew we did not want to provide them with isolated strategies that would probably not get used. We needed to give it purpose. The ETM trainer, secondary coordinator and asst. superintendent wrote a 12 hour course on how the brain learns. The essential questions for the course are: 1.What do we know about the brain and are all brains equal? 2.How does the brain learn? 3.What factors influence learning and memory and what are the implications for the teacher? 4. What is memory and how do we maximize retention

62 2003-2004 Instructional Technology - communication with teachers, students, and parents Integrated units using Understanding by Design Classroom Connect Dibels and Scantron - used for data collection and analysis Smart Boards - instructional strategies Palm Pilots - Classroom Wizard Portable laptops In-service courses in email, word processing, Excel, unit development

63 Grants: Its more than just the money GE grant - Science STC Kits Teacher Leadership Quality program - Math Carol M. White PEP Grant - Phys. Ed. Enhancing Education Through Technology- Palm pilots, Classroom Wizard, Bb Learning Technology Grant - Staff development room

64 More than money ( cont… ) Womens Sports Foundation Grant - After school elementary field hockey Two Target Grants - MS science - Outdoor garden, HS projectors 21st Century Grant - After school programs for grades 4-8 Greater Capital Region Teacher Center Grant - MS Science Boston Scientific Foundation Grant - HS Chemistry

65 Accountability Superintendent meets with each building principal to review building goals Superintendent and Assistant Superintendent meet with building principals to review curriculum maps for each subject in every grade level and department. Consistency in curriculum delivery is the goal. Board of Education reviews all probationary teachers with the principals annually until tenure is granted or denied Board of Education reviews each curriculum area every four years

66 Accountability (cont…) Building principals present assessment data to the BOE each year with explanations for increases or decreases in achievement Every formative observation and Annual Professional Performance Review is read by the asst. superintendent and the superintendent. Data analysis is an annual event during the professional days Unannounced drop-ins conducted by Secondary Curriculum director

67 NYS Assessment Results 8th Grade ELA and Math ELA Total Population SASS 1999 154 2000 147 2001 139 2002 147 2003 147 2004 150 2005 153 Math Total Population SASS 1999 127 2000 145 2001 136 2002 146 2003 133 2004 169 2005 181

68 Problems are Opportunities Michael Fullan How to spoil a really good conference Plan of attack Assuming responsibility…staff and administration Holding teachers and administrators feet to the fire Change or else

69 Steps we took Pulled staff in during summer Analyzed data to look for clues Shift in philosophy about textbook based teaching and effective instruction Created a math-specific teaching rubric grounded in Horizon research study 10-15 unannounced drop-in observations with formal reports submitted to teacher and administration

70 Reflections Supportive BOE with vision and a willingness to hold administration and staff accountable Systematic, sustained staff development driven by BOE goals Created a risk-free culture of professional learning and dialog Student achievement is #1 priority

71 Final Reflection In what ways has this session confirmed what you already thought about curriculum? In what ways has this session made you think differently about curriculum? What, if anything, needs to change in your school or your district?

72 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 E-mail - International Center for Leadership in Education, Inc.

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