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

  What are the implications for teachers?   Most importantly, student learning?

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  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.

Curriculum is NOT:

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)

The COMMON CORE is our GAME CHANGER

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

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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

Thank you….

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

 Student A  Math  Science  Social

Studies  English

 Student C  Content

Mastery  Critical Thinking  Problem

Solving  Communication  Collaboration  Creativity  Global

Competence  Self Direction

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Student B • Content Mastery

• Critical Thinking

• Problem Solving

• Communication