Presentation on theme: "Summer Leadership Institute"— Presentation transcript:
1Summer Leadership Institute LCS Curriculum Blueprints: Integrating Curriculum Maps, Pacing Guides, and Focus Calendars: Secondary SessionDee Ann WilsonAugust 9-10, 2012
2Common Board Configuration Date: Aug. 9, 2012Vocabulary: Instructional Focus Benchmarks, Learning Goals, Essential Content, Essential Questions, ResourcesBell Ringer: Hands Alive High FiveAgenda: Gradual ReleaseI Do: Explanation for Blue PrintsWe Do: Review the different sections of Blue PrintsYou Do: Write questions for the Parking Lot for Q & A session from 3-4 pm.Learning Goal: School leadership team members will become familiar with the Curriculum Blue Prints so they can share them with their faculties.Benchmark: Team leaders will analyze the different components of the Curriculum Blue Prints.Summarizing Activity:Essential Question ReflectionObjective: Team leaders will be able to explain the different components of the Curriculum Blue Prints.Homework: At school sites team leaders will explain how to interpret and implement the Curriculum Blue Prints.Essential Question: How does the Curriculum Blue Print drive instruction?
3Lake County Schools Vision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.Mission StatementThe mission of the Lake County Schools is to provide every student with individual opportunities to excel.Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.Summer Leadership Institute
421st Century Skills Tony Wagner, The Global Achievement Gap Critical Thinking and Problem SolvingCollaboration and LeadershipAgility and AdaptabilityInitiative and EntrepreneurialismEffective Oral and Written CommunicationAccessing and Analyzing InformationCuriosity and ImaginationSummer Leadership Institute
5High Effect Size Indicators “The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.”-Florida Department of Education, 2012Student learning needs and faculty and leadership development needs will vary from school to school and from district to district. However, contemporary research reveals a core of instructional and leadership strategies that have a higher probability than most of positively impacting student learning in significant ways. The indicators below link formative feedback and evaluation to contemporary research on practices that have a positive impact on student learning growth.• Research on the cause and effect relationships between instructional and leadership strategies and student outcomes address the effect size of a strategy: What degree of impact does it have?• In the context of district instructional and leadership evaluation systems, effect size is a statistical estimation of the influence a strategy or practice has on student learning. Effect size calculations result from statistical analyses in research focused on student learning where the correct and appropriate use of a strategy yields better student learning growth than when the strategy is not used or is used incorrectly or inappropriately.• In research terms, those strategies often identified as “high effect size” are those with higher probabilities of improving student learning.Classroom teachers need a repertoire of strategies with a positive effect size so that what they are able to do instructionally, after adapting to classroom conditions, has a reasonable chance of getting positive results. As school leaders and mentor teachers begin to focus on feedback to colleagues to improve proficiency on practices that improve student learning growth, emphasis should be on those strategies that have a high effect size. Where every Florida classroom teacher and school leader hasSummer Leadership Institute
6Classroom Teacher High Effect Indicators School Leadership High Effect IndicatorsLearning Goal with ScalesTracking Student ProgressEstablished Content StandardsMulti-tiered System of SupportsClear GoalsText ComplexityESOL StudentsFeedback PracticesFacilitating Professional LearningClear Goals and ExpectationsInstructional ResourcesHigh Effect Size StrategiesInstructional InitiativesMonitoring Text ComplexityInterventionsInstructional AdaptationsESOL StrategiesSummer Leadership Institute
8We Heard Your ConcernsIn teachers requested that the following three documents be merged into one.Instructional Focus CalendarsPacing GuidesCurriculum MapsAdministrators gave input stating it wasdifficult for them to carry three differentdocuments on classroom visits.
9A LIVING DOCUMENT Still a work in process Teachers and administrators are requested to assist with the process.The curriculum mapping process started in The documents have yearly been refined and retooled. This year we included transitions for CCSS and PARCC.
10A LIVING DOCUMENT Teacher writing teams assisted with the process. Blue prints went through a vetting processWe are in the process of blending the Common Core Standards into the blue prints. In K-1 are solely based on the Common Core Standards.
11STILL A WORK IN PROCESSCurriculum Blue Prints have been released for all tested areas.Currently released on the IntranetIn the future they will also be released on the Internet.
12STILL A WORK IN PROCESSSchools are strongly encouraged to use the Curriculum Blue Prints.We value your expert eye as you use these documents and look forward to your continued input on the Curriculum Blue Prints.
15Time AllowedThis section fulfills the purpose of the old pacing guide.
16Instructional Focus Benchmarks All annually assessed benchmarks will be listed in this section. They will be linked to a specific page on CPALMS which will list for each benchmark:General InformationTest Item SpecificationsSample Test ItemsAccess PointsFocus CalendarThe Edusoft mini-assessments that are to be addressed during this period of study will be listed here. There is not one listed for this particular unit because this is the first unit of the year.Vocabulary for this unit
17Learning Goals, Objectives, & CCSS Learning Goals & Objectives for this unit.This section will include the tie to the Common Core State Standards, when applicable. Links will also be available.
18StandardsAdditional standards taught within this unit will be listed in this section.
19Essential Content & Understanding As in previous maps, this section will include tips on teaching key concepts, manipulatives/strategies suggested for instruction, as well as critical attributes in this unit of study.
20Essential QuestionsThis section further supports Common Board Configuration.
21Resources & LinksThis section will include resource suggestions for remediation, enrichment, and writing opportunities within this unit of study, as well as ways to support higher order questioning and tasks.
22Participant Scale and Reflection (Please complete and turn in) 0-Not UsingNo understanding or implementation steps taken away1-BeginningLittle understanding and inconsistent implementation steps taken away2-DevelopingModerate understanding and implementation steps taken away3-ApplyingConsistent understanding and implementation steps taken away along with monitoring componets for effective execution4-InnovatingIn addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take awaysSummer Leadership Institute