Curriculum Changes in BRRSD September 17, 2009 A Presentation for Parents

Introduction This is an expanded version of the PowerPoint presentation that was used by Cheryl Dyer in her overview on September 17 th. Additional slides have been added that provide specific information about each of the programs that are being implemented in the district: HSP Math and Good Habits Great Readers.

Who’s Who? Mrs. Cheryl Dyer, Assistant Superintendent Ms. Barbara Kane, Supervisor of Math and Science K-4 Ms. Suzanne Cadwalader, Supervisor of Math and Science 5-8 Ms. Janice Grevious, Supervisor of Language Arts and Social Studies K-4

Our Goals for Tonight To explain the rationale for change To provide parents with information on the new curriculums To provide parents with resources to support their students To provide a vehicle for communication and collaboration with parents

PAST: EVERYDAY MATH PRESENT: HSP MATH Mathematics

Why make changes? Program Evaluation during –Perceptions of the Program-Teachers 52% felt that the current math program provides sufficient opportunities to develop computational fluency and skill 72% felt that the current math program prepares students for success at the next grade 85% recognized that the district has had to add to the EDM program and that the BRRSD curriculum was not ‘pure’ EDM –Perceptions of the Program- Parents K-4 31% said that they were ‘dissatisfied’ or ‘very dissatisfied’ with the math program % said that they were ‘dissatisfied’ or ‘very dissatisfied’ with the math program

The National Math Panel Report Recommendation # 1 The curriculum for grades K-8 should be streamlined. It should follow a coherent progression with emphasis on mastery of key topics, there should be a focus on the critical foundations for algebra, and any approach that continually revisits topics without closure should be avoided.

The National Math Panel Report Recommendation # 2 Proficiency with whole numbers, fractions, and certain aspects of geometry and measurement are the foundations for algebra. Of these, knowledge of fractions is the most important foundational skill not developed among American students.

The National Math Panel Report Recommendation # 3 Conceptual understanding, computational and procedural fluency, and problem solving skills are equally important and mutually reinforce each other. Debates regarding the relative importance of each of these components of mathematics are misguided.

The National Math Panel Report Recommendation # 4 Students should develop immediate recall of arithmetic facts to free the “working memory” for solving more complex problems.

The National Math Panel Report Recommendation # 5 Explicit instruction for students who struggle with math is effective in increasing student learning. Teachers should understand how to provide clear models for solving a problem type using an array of examples, offer opportunities for extensive practice, encourage students to “think aloud,” and give specific feedback.

The National Math Panel Report Recommendation # 6 Teachers’ mathematical knowledge is important for students’ achievement. The preparation of elementary and middle school teachers in mathematics should be strengthened. Teachers cannot be expected to teach what they do not know.

The National Math Panel Report Recommendation # 7 The belief that children of particular ages cannot learn certain content because they are “too young” or “not ready” has consistently been shown to be false.

The National Math Panel Report Recommendation # 8 Student effort is important. Much of the public’s “resignation” about mathematics education is based on the erroneous idea that success comes from inherent talent or ability in mathematics, not effort. A focus on the importance of effort in mathematics learning will improve outcomes.

The National Math Panel Report Recommendation # 9 Mathematically gifted students should be allowed to accelerate their learning.

K-6 Mathematics Recommendations from the evaluation –Replace the current math program (Everyday Math) with Harcourt School Publishers Math It is aligned with the recommendations of the National Math Advisory Panel It is a balanced approach that provides coherent ad comprehensive instruction that includes traditional algorithms It includes sufficient materials for practice that leads to mastery –Provide staff development for teachers during the transition –Ensure that any curriculum ‘gaps’ are addressed at each grade level during the transition

Balanced Instruction New concepts begin with a check of prerequisite skills, are introduced and carefully modeled to build conceptual understanding, are developed with ample practice for numerical fluency, and are interconnected with problem solving and reasoning HSP Components include: –Show What You Know – used as a pre-assessment at the beginning of each chapter –Quick Review – used in each lesson to determine readiness for learning new concepts –Chapter and Lesson Investigations – used to promote conceptual understanding for new learning –Step-by-step Models – use manipulatives and examples to develop students’ learning of traditional algorithms and procedural skills

Balanced Instruction (cont.) –Guided Practice – includes bridge problems that connect to lesson models –Independent Practice and Problem Solving – used to provide a variety of practice opportunities to apply lesson concepts and to connect to real-world situations –Problem Solving Strategy Lessons – used to teach the strategies, apply them to real-world situations, and help students make decisions about which strategy works best –Write Math – used to explain solution process, identify and correct errors, explain thinking, and pose problems –Talk Math – used to verbally summarize learning BRRSD Supplemental Component: –Basic Fact Practice and Assessments

Technology Electronic learning resources are an integral part of HSP Math Student eBook*: –Contains all Student Edition pages for access at school or at home –Includes interactive reinforcement, intervention, practice, and extension activities Harcourt Mega Math: –Provides additional practice with engaging activities that include audio and animation Multilingual Math Glossary: –Provides animated, online glossary accessible through the Student eBook and The Learning Site –Includes translations of math vocabulary into other languages * Note: Student eBook access information will be provided once available

Assessment Entry-Level Assessment: –Show What You Know – checks understanding of chapter prerequisite skills Progress Monitoring: –Quick Review – at the beginning of each lesson –Check for Understanding – in the Guided Practice within each lesson –Mixed Review and Test Prep – at the end of each lesson –Closure – at the end of each lesson –Basic Fact Practice Summative Assessment: –Chapter Review – at the end of each chapter –Standardized Test Prep – at the end of each chapter –Chapter Posttests – at the end of each chapter –Basic Fact Assessment – at the end of each marking period

Differentiated Instruction Every lesson includes instructional tools to allow teachers to adapt the curriculum according to individual student needs (learning style, language proficiency, and readiness) Strategic interventions are built into every chapter and lesson to allow teachers to adapt the curriculum to meet individual needs

PAST: “HOMEGROWN” COMPREHENSIVE LITERACY PRESENT: “GOOD HABITS, GREAT READERS” Language Arts Literacy

Why make changes? Program Evaluation Recommendations –Improve use of assessments to inform instruction –Develop a scope and sequence –Streamline units of study and add focus –Provide training in Writing Workshop –Provide training in Comprehensive Literacy –Enhance word study –Establish core novels –Set benchmarks Additional recommendations –Pilot use of a published reading/language arts program and/or anthology –Investigate use of computer based formative assessments –Endeavor to hire early elementary teachers who are certified as reading specialists or trained in reading recovery. –Rotate the trained reading recovery teachers back into 1st grade classes every few years in keeping with the philosophy of Reading Recovery.

What is a Comprehensive Approach? Comprehension is not assumed to happen on its own, nor is a reader expected to comprehend with only the acquisition of word recognition skills. Instruction is grounded in current research based- best practices and a balance of skills, strategies, and materials. Comprehension instruction takes the implicitness out of the process, which helps students to assume control of the process.

Concerns of Parents  Lack of explicit instruction in phonemic awareness, phonics, vocabulary, fluency, and comprehension  Lack of constructive feedback on writing  Lack of attention to spelling, grammar and the mechanics of writing  Lack of clear grade level benchmarks for reading and writing  Inconsistent implementation of the curriculum among teachers and between schools

Concerns of Teachers Need for –Word Study Program –Reading Levels/Guided Reading –Writing Program –Clear Expectations or Procedures

Recommendations from the National Reading Panel A comprehensive language arts literacy program must include explicit instruction in the following: –Phonemic Awareness –Phonological Awareness (phonics) –Fluency –Vocabulary –Comprehension

Good Habits Great Readers  A great anchor that provides consistency  Well planned for teacher.  Uses good assessments (DRA2)  Connected with science curriculum  Integrated books are differentiated  Meaningful center activities  Guided Reading is excellent differentiation  Appropriate pacing with a Scope and Sequence and grade level benchmarks  Students enjoy reading the non-fiction texts

Good Habits Great Readers Writing Program Process Approach –teaches writing, skills, strategies and genres Organized by genre with seven units per grade Writing units are aligned with reading lessons Includes explicit instruction and practice in: –Grammar –Usage –Mechanics –Spelling

Components of GHGR Shared Reading Guided Reading Independent Reading Vocabulary Word Study Spelling Grammar Mechanics

7 Habits of Proficient Readers Great Readers See Themselves as Readers Great Readers Make Sense of Text Great Readers Use What They Know Great Readers Understand How Stories Work Great Readers Read to Learn Great Readers Monitor and Organize Information Great Readers Think Critically About Books

7 Habits of Proficient Readers Great Readers See Themselves as Readers –Know reading preferences –Taking care of books –Building reading stamina Great Readers Make Sense of Text –Making predictions –Asking questions –Retelling –Summarizing –Clarifying

Mini Lessons on the 5 Domains Phonemic Awareness Phonics Vocabulary Fluency Comprehension

Built on Gradual Release of Responsibility Shared Reading: The teacher does the reading and shows the student how to understand it. The teacher reads aloud and thinks out loud as he or she models the strategies. Guided Reading: The teacher and student do the reading together in small groups. Students are grouped according to instructional level. Literacy Centers and Independent Work: The student does the reading and applies the strategies that he or she has learned. The student is working independently or with a partner.

Shared Reading Shared reading can be likened to an apprenticeship literacy with the teacher as the expert reader, demonstrating the strategies and skills she uses to make meaning. The teacher scaffolds instruction, helping students accomplish a reading strategy, skill or behavior they can’t yet do on their own. –daCruz-Payne, 2005

How do teachers teach strategies? Teach within a context Model application of strategy through think alouds Guide and scaffold student application Gradually release responsibility Goal is independent student application

What does a day of instruction look like? 135 minute language arts literacy block –Shared reading-approximately 25 minutes –Guided reading-each group meets with the teacher for approximately 20 minutes. Some groups will meet with the teacher every day, other groups will meet with the teacher 2 or 3 times during the week. Total time-approximately 60 minutes –Literacy Centers, Independent Reading, Word Study, Book Clubs-takes place at the same time as guided reading. Students who are not meeting with the teacher are assigned to one of these activities by the teacher based on student needs. –Writing Instruction- approximately 45 minutes Writing workshop, writing instruction Grammar, Usage, Mechanics (GUMS) (15 minutes)

6 Traits of Writing Voice Word choice Conventions Ideas Fluency Organization

Features Quick Writes- one per week, helps build fluency Write to Learn- on demand writing in content areas (content areas) Writing Workshop- students are given some choice, but not total freedom –Research-student talks about their progress or skill –Decide-teacher decides what he or she will work on with the student –Teach- teacher teaches one strategy or skill –Apply- students use the strategy in their writing –Share and provide feedback

Genres of Writing Descriptive Narrative Response to reading Creative informational Writing to explain and learn Persuasive

Stages of Writing Prewriting Drafting Revising Editing Publishing

What We Believe Without exception, every excellent teacher of reading knows her students’ needs and interests, the latest research, and a range of approaches and exemplary practices. Expertly, she demonstrates, applies and tailors that knowledge for every student. At best, any program, no matter how good it is, is a resource and tool. It can never take the place of knowledgeable teachers. –Regie Routman

Questions After Tonight? 1.Speak to your child’s teacher 2.Speak to a curriculum supervisor 1.Barbara Kane, Math and Science K-4 2.Suzanne Cadwalader, Math and Science Janice Grevious, Language Arts and Social Studies K-4