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Summer Leadership Institute

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1 Summer Leadership Institute
LCS Curriculum Blueprints: Integrating Curriculum Maps, Pacing Guides, and Focus Calendars: Secondary Session Dee Ann Wilson August 9-10, 2012

2 Common Board Configuration
Date: Aug. 9, 2012 Vocabulary: Instructional Focus Benchmarks, Learning Goals, Essential Content, Essential Questions, Resources Bell Ringer: Hands Alive High Five Agenda: Gradual Release I Do: Explanation for Blue Prints We Do: Review the different sections of Blue Prints You 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 Reflection Objective: 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?

3 Lake 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 Statement The 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

4 21st Century Skills Tony Wagner, The Global Achievement Gap
Critical Thinking and Problem Solving Collaboration and Leadership Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination Summer Leadership Institute

5 High 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, 2012 Student 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 has Summer Leadership Institute

6 Classroom Teacher High Effect Indicators
School Leadership High Effect Indicators Learning Goal with Scales Tracking Student Progress Established Content Standards Multi-tiered System of Supports Clear Goals Text Complexity ESOL Students Feedback Practices Facilitating Professional Learning Clear Goals and Expectations Instructional Resources High Effect Size Strategies Instructional Initiatives Monitoring Text Complexity Interventions Instructional Adaptations ESOL Strategies Summer Leadership Institute

7 2012-13 Curriculum Blue Print

8 We Heard Your Concerns In teachers requested that the following three documents be merged into one. Instructional Focus Calendars Pacing Guides Curriculum Maps Administrators gave input stating it was difficult for them to carry three different documents on classroom visits.

9 A 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.

10 A LIVING DOCUMENT Teacher writing teams assisted with the process.
Blue prints went through a vetting process We 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.

11 STILL A WORK IN PROCESS Curriculum Blue Prints have been released for all tested areas. Currently released on the Intranet In the future they will also be released on the Internet.

12 STILL A WORK IN PROCESS Schools 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.


14 Title Box Grade Course Unit

15 Time Allowed This section fulfills the purpose of the old pacing guide.

16 Instructional 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 Information Test Item Specifications Sample Test Items Access Points Focus Calendar The 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

17 Learning 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.

18 Standards Additional standards taught within this unit will be listed in this section.

19 Essential 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.

20 Essential Questions This section further supports Common Board Configuration.

21 Resources & Links This 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.

22 Participant Scale and Reflection (Please complete and turn in)
0-Not Using No understanding or implementation steps taken away 1-Beginning Little understanding and inconsistent implementation steps taken away 2-Developing Moderate understanding and implementation steps taken away 3-Applying Consistent understanding and implementation steps taken away along with monitoring componets for effective execution 4-Innovating In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways Summer Leadership Institute

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