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
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
Additional Staffing
Coaching
RTI/PBIS
New commercially developed software
New Assessments
Some training
Committees
Evaluations
New Programs
Various approaches to developing and implementing
A comprehensive, rigorous, district wide guaranteed and viable standards-based 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.
An instructional management system.
Where We Haven’t.
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
Curriculum is:
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.
“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)
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)
Putnam Ave Rindge Ave Cambridge Street Vassal Lane AMIGOS
K-Lo
Morse
King
Tobin
G & P Haggerty
C-Port
Fletcher-Maynard
King-Open
Baldwin Peabody
RSTA Extension CRLS
4 5
7
K1
2 3
6
8 9
10 11
12
The REAL Race to The Top
College And Career Ready
F in I s h
Instruction
Assessment
Curriculum
4 5
7
K1
2 3
6
8 9
10 11
12 The Core Of our Work Ahead:
College And Career Ready
F ini s h
Curriculum
Assessment
Instruction
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
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
Inputs Activities
Our Internal Resources What we do
Coordinators
Principals
Develop standards based (embedded) , relevant, and engaging curriculum & Implement research based instructional best practices
Teachers
Coaches
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
Outside Expertise
Our External Resources
Short-term Outcomes
Mid-term Outcomes IMPACT
Measurable changes in Knowledge, Skill and Attitude
• Curriculum units developed using UbD
• PD provided in research-based instructional practices
• Assessments given • Data reviewed in
systematic ways • Interventions
implemented • PLC’s convened • Educator Evaluation
System developed
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
Increased Student Learning
All 3rd grade students reading
on grade level
Decrease in the Achievement Gaps for All
Students
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.
Principals & Administrators Teachers
Instructional Leadership*
Management and Operations
Family & Community Partnerships
Professional Culture
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
o Rigorous Standards Based Unit Design: o Designs units of instruction with measurable
outcomes and challenging tasks requiring higher-order 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.
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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.
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• 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.
Putnam Ave Rindge Ave. Cambridge Street Vassal Lane AMIGOS
K-Lo
Morse
King
Tobin
G & P Haggerty
C-Port
Fletcher-Maynard
King-Open
Baldwin Peabody
RSTA Extension CRLS
= Excellence & Equity
Revised 09/29/2011
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
General Education within class, Direct Special Education Services And other Related Services
General Education with no Direct Special Education Services or Supports
Move this way only as far as necessary
Return this way as rapidly and feasible as possible