curriculum and 2015 2016 · formative assessments (fountas & pinnell, star, conferences, etc.)...

South Orangetown Central School District

Curriculum and Instruction Budget2015‐2016

Presented by: Brian Culot, Assistant Superintendent for Curriculum and InstructionFebruary 26, 2015

District Goals

CURRICULUM AND INSTRUCTION

PROFESSIONAL DEVELOPMENT

BUDGET

STUDENTOUTCOMES

Professional Development

Leadership Team Meetings

K‐12

Extended Leadership Retreat

Department Meetings

Professional Learning

Communities (PLC)

Staff Meetings

In Service Courses

Superintendent Conference Days

Instructional Rounds

Local and National

Conferences

District‐Wide Professional Development2015‐2016

• Lesson and Unit Planning• Curriculum Mapping• Google Apps for Education (GAFE)• Chromebook Initiative (Grades 8‐10)• Teachers College Reading and Writing Project• Innovative Designs in Education (IDE)• Instructional Rounds• Enhance Web Presence• Mindset

Curriculum and Instruction Budget Supports Teaching and Learning

Curriculum Hours Administrative and Teacher Leader Support

Mini Grants Staff Development (In house and consultants)

Learning Institutes Tristate Study Groups

Professional Conferences Tristate Curriculum Review

Makers Spaces ESL program

Assessment (PADI/IDE) Gifted and Enrichment Programs

Superintendent Conference Days

In service courses

School Community SurveySouth Orangetown Central School District (SOCSD) and K‐12 Insight survey students, parents, and staff and secondary students to gather feedback on our schools. The survey addresses the following areas:

• Academic support• Student support• Professional Development• School leadership• Faculty relations and support

Parent engagement• Safety and behavior (Bullying Prevention)• School operations• Technology (Chromebook initiative)

The results are studied and shared with staff, parents, and students. Follow‐up focus groups are sometimes conducted to gather more information on a particular topic or area.

Professional DevelopmentSurvey Results

Q13. Please rank the top five professional development activities in which you would like to participate. . Rank 1 = The Most Important PD Activity for Me Next Year.

Responses Rank Overall

RankRank 1 Rank 2 Rank 3 Rank 4 Rank 5Using websites/blogs for student collaboration 20 27 26 20 19 1 Google Apps for Education 30 18 23 17 15 2 Aligning curriculum to the Common Core Standards 33 19 15 12 10 3 All Kinds of Minds 26 17 19 12 20 4 Collaborative Team Teaching 20 18 17 13 14 5 Using websites/blogs for parent communication 6 22 16 23 11 6 Looking at student work 12 15 17 12 16 7 Character Education (DASA) 16 8 8 10 15 8 Creating and Uploading Videos to Ensemble 6 11 4 19 18 9 Strategies for working with English Language Learners 6 7 15 16 7 9 Classroom Management 6 10 7 13 12 10 Instructional Rounds 3 10 10 13 14 11 Formative Assessments (Fountas & Pinnell, STAR, Conferences, etc.) 8 7 9 7 15 12

Creating Online Assessments (SLOs) 0 3 6 5 6 13 Total Responses 192

Professional DevelopmentSurvey Results (cont.)

Instructional TechnologySurvey Results

Utilization of Technology andSocial Media for Communication

Areas for future development: • Continually work on leveraging social media tools (Twitter) to facilitate improved

communication between school and home.

• Continue transitioning school and class websites to reflect both the static information parents expect and need to see regularly with the ability to highlight and post current student projects and programs happening in each school. This work is expected to be completed for all school websites by September 2015.

• We will assess our current communication structures to identify strengths and weaknesses to continue to be a district leader in communication between school , home, and the community.

Current vehicles for communication:• K‐12 Insight Survey Data• K‐12 Messenger• Email Communication• Weekly News• School and class websites • Blog Posts• Press Releases

Summer Professional DevelopmentSummer 2014

• More than 35 teachers participated in summer 2014 professional development and planning with Innovative Designs in Education (IDE).

• 12 Administrators and Teachers attended the Teachers College Summer 2014 Institutes in reading or writing.

• Internal professional development through teacher/coach led sessions.

Summer 2015• Innovative Designs in Education

(IDE). Summer 6‐day workshop for administrators and teachers. LATI Classroom. (up to 32 teachers).

• Administrators and Teachers will attend the Teachers College Summer 2015 Institutes in reading or writing pending acceptance.

• Ongoing curriculum mapping, planning, and revision of units in various content areas in need.

• Continued internal professional development through teacher/coach led sessions.

Professional Development Catalog

Curriculum Council Mission and Goals

The Curriculum Council is a standing advisory committee to the Superintendent that has as its primary goal the ongoing improvement of the district’s educational program. Through its review of proposed program changes and proposed committee charges, the Council seeks to:

– Provide students with rigorous educational programs– Support the district’s mission, goals and priorities, and– Meet and exceed New York State standards

Curriculum Council Proposals 2015‐2016

• Third Grade Instrumental Music Program – CLE– Current enrollment 304 (61% participation rate). We expect at least

175 of the 234 3rd grade students to participate. • Oceanography Course – TZHS Fourth science elective offered to juniors

and seniors. One semester course. • Explorations in Advanced Computer Programming • Introduction to Gaming• Advanced Sculpture• Physics text for physics B : College Physics ‐ Edition 10

– Publisher Senguage: Copyright 2015

• Engineering is Elementary (Grades 2‐5)– Museum of Boston

• Social Studies Textbook Discovering Our Past: A History of The World (SOMS) – McGraw Hill (Online and in Spanish)

District Leadership Teams K‐12Purpose: To share best practices, assess and align curriculum vertically and horizontally across K‐12 in each subject area, and to focus on the implementation and achievement of district and school goals.

Leadership Teams: Professional Resources

• Extended Leadership Team

• ELA Leadership Team

• Math Leadership Team

• Social Studies Leadership Team

• Science Leadership Team

• RTI Leadership Team

• Technology (New for 2015 – 2016)

Extended LeadershipFocus on District Goals:

o Providing Students with 21st Century Skillso Meeting the Needs of Diverse Learnerso Fostering a Respectful Learning Environmento Enhancing Student Literacy

• Create and revise Theories of Action and School Goals

• Review survey data and plan for communication and next steps

• Plan BOE presentations

• Plan staff meetings and professional development

Coaches role is defined in many capacities:

• Model lessons• Plan and deliver differentiated professional development in their area of

expertise• Provide teachers with resources and materials to deliver high quality

instruction for all students. • Vertical and horizontal curriculum

alignment and mapping

Positions:

• Instructional Technology (K ‐ 12) – 1.0• Math (K ‐ 6) – 1.0• ELA/SS (K ‐ 6) – 1.0• Science (K ‐ 8) – 1.0• Science (9 ‐ 12) ‐ .4

Instructional Coaches

Technology Instructional Coach Role K‐12• Create new technology and STEM infused units.

• Integrate instructional technology into existing units and lessons.

• Integrate elements of computer science, robotics, 3D printing and other STEM related technology into the regular curriculum.

• Organize, analyze and create online curriculum maps in all subject areas.

• Provide professional development to school leaders and teachers in the area of instructional technology.

• Research emerging technology as it pertains to teaching and learning.

• Produce online materials and assist teachers in creating resources for their students.

• Develop units and lessons for school makerspaces.

Makerspaces

Student3D Printing

Makey Makey

E‐Textiles(LilyPad)

Electronics(Arduino)

Programming(Scratch)

Robotics(Lego

Mindstorms)

Fostering innovation by providing new opportunities in STEM

Grade Project Description Platform

K Cain's Cardboard ChallengeStudents are challenged to create and build something using

cardboard and other recycled materials. http://cardboardchallenge.com/

Coding Explore concepts in computer science. Scratch Jr.

Grade 1Cain's Cardboard Challenge

Students are challenged to create and build something using cardboard and other recycled materials.

http://cardboardchallenge.com/Robotics Students will explore robotics using Lego WeDo. WeDoCoding Explore concepts in computer science. Scratch Jr., Tynker

Grade 2Cain's Cardboard Challenge

Students are challenged to create and build something using cardboard and other recycled materials.

http://cardboardchallenge.com/Robotics NXT or WeDo? WeDo

Programming Tynker, Kodable Apps

Grade 3

Makey MakeyStudents are challeged to create a new way of controlling a

computer game or computer musical instrument using a Makey Makey board.

Robotics Ev3 EV3sCoding Explore concepts in computer science. Scratch

3D Printing 3D Printed Rockets ‐ Integrate with Solar System Unit Makerbot, Tinkercad

Grade 4

3D Design 3D Print a pendant, earrings or a braceletScratch Game creation aligned with science curriculum

E‐Textiles

Students will develop an e‐Textile project using Lilypad: Sew in LEDs and battery unit to create a parallel circuit in a mask, pin or

other wearable concept Final products will be judged and

Grade 6

3D Design and Modeling ‐all

Students will design and print a unique item that can be used to perform a task.

Makerbot, Tinkercad

Robotics Program an autonomous robot to navigate a course and perform a task (past FLL boards) EV3

Coding Scratch and/or Code Academy Scratch w/ Pico Boards

Rube Goldberg Create a machine that has and least 5 energy changes to complete a given task. n/a

Grade 7



Makerbot, Tinkercad, 123D

Design

E‐Textiles: Interactive QuiltInteractive Quilt: Students will develop an e‐Textile project using Lilypad: Design, Stitch and Program a felt square to be

a part of a larger interactive quilt.LilyPad

Robotics or CodeAcademy/CodeHS

Build and program a robot to perform a task: sort gumballs, identify colors, move an object from one place to another. EV3


Arduino Breadboarding Part 1 Students will develop an e‐Textile project using Lilypad Arduino

Inventor Kit


Grade 53D Printing 3D printed wearables: Design and print a pendant, earrings

or a braceletPico Boards with Scratch Using Scratch to read sensor data PicoBoards

Robotics Science Experiments using EV3 (renewable energy?) EV3


Grade 8



Makerbot, Tinkercad, 123D

Design, Autodesk Inventor

Arduino BreadboardingPart 2

Use an Arduino Redboard and Breadboard to create an program simple circuits.

Arduino Inventor Kit

SeaPerch Design, build and test a tethered underwater remotely operated vehicle. SeaPerch

Cardboard Regatta Create a boat using cardboard and duct tape to navigate an obstacle course in the pool. n/a


E‐Textiles: Frabric PianoInteractive Quilt: Students will develop an e‐Textile project using Lilypad: Create a Fabric Piano then design a musical

wearable.LilyPad

TZHS

Programming Students will develop an e‐Textile project using Lilypad Lilypad

Electronics Explore Digital Electronics by using Arduino boards to build and program simple circuits.

Arduino Inventors Kit

SeaPerch Build a submersible remotely operated vehicle to navigate an obstacle course in the pool.

SeaPerch

Rube Goldberg ‐ all Create a Rube Goldberg Machine for Competition

3D Design Use Tinkercad or Autodesk Inventor to design and print an object that solve a problem.

PLA

ELA/SS Instructional Coach Role K‐6• Help create and revise curriculum maps and unit

plans that are common for every unit in each grade.

• Provide professional development in Teachers College Readers and writers workshop, conferencing, record keeping, and progress monitoring.

• Model how to incorporate conferences into readers and writers workshop.

• Plan lessons with teachers and help develop co‐teach lessons.

• Help plan Team Meetings and coordinate with TC consultants to meet individual teacher needs.

ELA Leadership Team• Read articles on effective reading instruction

– Reading Is About More Than Evidence by Mia Hood

– How To Kill Reading Achievement by Robert Pondiscio

– Reading Moves: What Not To Do by Richard Allington

• Studied the structure of reading conferences utilizing videos from Teachers College

• Discussed effective strategies for reading conferences and record keeping

• Reviewed annotated test questions from New York State (2014 3‐8 Assessments & ELA Regents Sample Questions)

ELA Shifts

BALANCING INFORMATIONAL AND LITERARY

TEXT

BUILDING DISCIPLINARY KNOWLEDGE

STAIRCASE OF

COMPLEXITY

TEXT‐BASED ANSWERS

WRITING FROM

SOURCES

ACADEMIC VOCABULAR

Y

English Language ArtsClassroom Libraries

Increasing book selection for more student choice.

Books organized by students’

independent reading levels and by genre.

Increasing the percentage of nonfiction texts available in the

classroom.

Reading and Writing Workshop

Teachers College Summer Institutes 201412 Administrators and

Teachers

Teachers College consultant in grades K –

5.

Expanding partnership with Teachers College to include grades 6 – 8.

Summer institutes 2015

Update Writing Rubrics

Math Instructional Coach Role K‐6• Create unit maps that are common for

every unit in each grade.• Organize and create common

assessments for each unit.• Model how to use manipulatives

within a lesson.• Explain how particular lessons, units

and standards are connected across grade levels.

• Plan lessons with teachers.• Help develop co‐teach lessons.• Plan Math Team Meetings:

– Review resources for upcoming lessons.

– Practice games or other activities. – Model lessons for a grade level

that then could be used either live or via a video that teachers could refer to in the future.

Math Leadership Team• Worked together on balancing and

maximizing the various resources we are using to provide students with instruction that is aligned with the Common Core Math Standards.

• Evaluated secondary math resources.

• Worked with coaches and consultants at the elementary level to enhance implementation of Investigations math program.

• Planned team meeting where resources are shared, activities are tried and lessons are modelled.

• Beginning to take our common unit maps and plan out specific lessons using a variety of resources.

MATH SHIFTS

FOCUSNARROW & DEEPER

COHERENCE

SKILL & FLUENCY

APPLICATION

CONCEPTUAL UNDERSTANDIN

G

BALANCEPRACTICE &

UNDERSTANDING

MathEvaluate secondarymath resources

Identified a consistent math resource aligned with Common Core standards, assessments, and primary elementary

school resource.

Purchased Glencoe Math materials and resources to better align the curriculum with the Common Core Math Standards and the new math regents exams. These resources come with online components so that students can access the

materials from home, including the ALEKS math web resource.

Align elementary resources to support Common Core instruction

Continue to work with coaches, teacher leaders, and elementary math teachers to create units of study, specific lessons games and

activities which incorporate Investigations as well as a variety of

other resources.

Curriculum maps with Investigations unit and lesson plans are being

created at the elementary level. The resources include lesson plans,

smartboard lessons, student games and activities, video tutorials and

other resources. This work will evolve into the secondary level.

Science Instructional Coach Role K‐8

• Work with K‐8 teachers on incorporating revamping their units to align with the ideals behind the NGSS.

a. Incorporating more engineering into their unitsb. Incorporating more real‐world problems into their unitsc. Incorporating more choice into their units.

• Help develop interdisciplinary connections and cross grade level connections between units of study.

• Model lessons for teachers on questioning techniques, incorporating more student thinking into activities, and running student ‐choice activities.

• Develop StarLab lessons that incorporate into current units.

Science Instructional Coach Role 9‐12• Develop and perform Starlab lessons to incorporate into existing teacher’s lesson plans throughout the district.

• Collaborated with teachers in developing lessons and rubrics that align to the NGSS.

• Collaborated with teachers in developing new potential science courses in the high school.

• Oceanography • Sustainable Energy Sources

• Collaborated with teachers in developing lessons incorporating real world problems.

• Offered StarLab program for PTA community night.

Studied Position Paper on Next Generation Science Standards.

• Purpose of the standards and New York State Timeline for creation and implementation of aligned standards : January 2016

Focus on:

• STEM• Climate Literacy• Engineering• Continuous work on enhancing

current units to embed NGSS and technology.

Science Leadership Team

STEM

Science Research• Increased enrollment this year.• Visited Science Research Symposium and went on a follow‐up visit to see the

program in action in Byram Hills.

Project Lead the Way 2014 – 2015

• Aerospace Engineering—22 students • Civil Engineering and Architecture—38 students• Digital Electronics—18 students• Introduction to Engineering Design—74 students• Principles of Engineering‐‐56 students

2015 ‐ 2016• .2 technology teaching position to offer PTLW Engineering Design and

Development Capstone Course.

Engineering is Elementary (Grades 2‐5)

• The Next Generation Science Standards call for an increase in engineering education as part of the science curriculum.

• The Engineering is Elementary program incorporates engineering projects into the current curriculum topics in just a few short lessons.

• The engineering projects are also based on real‐world problems which is another standard addressed by the Next Generation Science Standards.

Third Graders Heading into the Star Lab

3rd Grade – The Solar SystemInner PlanetsOuter PlanetsSun/Moon System

4th Grade – Iroquois Constellations Myths6th Grade – Equinox/Solstices

EclipsesStar life Cycles

7th Grade – Colonial Navigation using Astrolabs8th Grade – H‐R Diagram

Solar SystemEarth/Moon System

High School –Art – looking at constellations for inspiration

on mobiles Earth Science – H‐R Diagram

Solar SystemEarth/Moon System

Astronomy – Solar SystemGalaxiesStars and Constellations

StarLab

Kindergarten – What is a planetarium? What do we find in space?

1st Grade – What is day and night? All about the moon and sun.

2nd Grade – Mapping on Earth vs. mapping the stars (using the stars to find our way) and how time is measured using space objects.

5th Grade – Earth’s systems. All about the Earth’s atmosphere as compared to other planets. How our atmosphere helps give Earth its characteristics.

High School –Physics – Relativity

Black HolesSpeed of light

English – Constellation myths

4th graders enjoying the star lab

StarLab – Upcoming Units

“Lettuce” go to Space!

Flight

Ground“Lettuce” Back From Space!

RTI Leadership• Participated in Webinars on the RTI Portal

with e‐doctrina.

• Reviewed the new SOCSD Procedures and Guidelines for utilizing the K‐12 RTI portal.

• Created student groups, plans, and partial schedules in the portal for caseloads.

• Reviewed student assessment information for individual students.

• Developed a consistent process for entering Tier 2 interventions and learning targets into the portal.

• Focused on teaching students about the learning systems of the brain and how students can benefit from this knowledge.

Tri‐States ConsortiumPrincipal Study Groups

ASI Study Group

Performance Assessment Design Initiative (PADI) ‐ Cohorts 1‐4

Capacity Building Team

SOCSD Tri‐States Visit and Follow‐up Consultancy for RTI

SOCSD Tri‐States Visit in Science – Spring 2016

Tri‐State Consultancy RTI RecommendationsExamine the alignment among the written curriculum, the taught curriculum and the assessed curriculum

• Teacher leadership teams (K‐12) in ELA, math, social studies, and science meet regularly to assess curriculum align to the Common Core Learning Standards (CCLS).

• Teachers have worked to develop authentic formative and summative assessments that are designed to inform instruction.

• Teachers are engaged in Instructional Rounds to collect data with a focus question.

• Teachers across the district have had professional development with Innovative Designs in Education (IDE) and Teachers College at the elementary level with a focus on assessing the written curriculum, assessments, and taught curriculum.

40

Tri‐State Recommendations (Cont.)

41

Reduce the number of interventions and consolidate approaches around a common set of programs with a common philosophical core and common vocabulary.

• Provided staff development to special, regular education, and RTI teachers on All Kinds of Minds and Mindset (Growth Versus Fixed) in all schools.

• Consolidated RTI approach by using the Neuro‐developmental Framework to look at student strengths through their work.

• Reading and math Intervention Programs are more aligned across the district.

• Developed an RTI Flow Chart

SOCSD RTI FLOW CHARTClassroom teacher recognizes a

struggling studentCollects data and student history

Classroom teacher identifies, designs,

implements and documents Tier 1

strategies.

Classroom teacher reaches out to cohort

teamFIRST LOOK

Classroom teacher locates available

intervention resource materials or staff

expertise

Classroom teacher monitors progress for a fixed amount of time (4-8 weeks).Teacher reviews student progress against measurable goal to determine if progress is being made.

Student demonstrates progress; intervention continues for fixed period of time.

Insufficient progress is made; intervention is retooled, modified, or reapplied, other resource people are invited and/or second trial is initiated. *SECOND LOOK

Student demonstrates sufficient progress; intervention ceases.

Referral to building RTI Team is made TEACHER REFERRAL.RTI team reviews intervention data before deciding to accept the case for additional Tier 1 strategies and/or consideration of Tier 2

interventions.

Insufficient evidence is presented to RTI team; teacher is asked to document intervention more thoroughly.

RTI Team accepts referral, takes case, plans Tier 2 interventions. RTI PLAN developed

*Insufficient progress in two successive cycles warrants continuing towards Tier 2

42

Tri‐State Recommendations (Cont.)Articulate the process earlier in the year via an established protocol that is structured around specific criteria relevant to receiving grades and schools.

• Established an RTI Flow Chart• Established an articulation Protocol• Created a preparing for an RTI Meeting Protocol • Selected and rolled out a K‐12 RTI portal to track specific RTI student support

Implement an RTI Portal K‐12 – eDoctrinao Type of interventiono Tier/level of serviceoDuration of interventiono Strategies implementedo Success of interventionoName of intervention provideroNotes 43

Tri‐States Visits to Other Districts

Eleanor Young visited Katonah as a reviewer of their special education program ‐ October 2014

Russell Wagoner visited Princeton as a reviewer of their Music program – November 2014

Christina Nilson visited Edgemont as a reviewer of their World Languages Program – December 2014

Brian Culot and Amy Rosenthal will visit Chappaqua to review Critical and Creative Thinking.

Juliet Gevargis is planning to attend the Briarcliff visit to review PE and Health in the fall of 2015.

Using data to determine thebest Response to Intervention approach

InterventionWilson Reading * Guided Reading‐ LLI * Fluency Work * Push‐in support *

Just Words * Academy

More specific assessment

WADE STAR AssessmentWords Their Way Spelling Inventory

Standardized Test Scores

New York State Test

Fountas and Pinnell

45

Reading Intervention Support

Fundations K‐3Fountas & Pinnell Leveled Literacy

Intervention ProgramWilson Reading K‐12

Just Words 4‐8

Fountas & PinnellBenchmark Assessment System

K‐5Running Records

ESL RegulationsNew levels and required hours of service

Old Level Name New Level Name# of

Units/Day 9‐12

# of units/day K‐8

Beginner Entering 3 2

Low Intermediate Emerging 3 2

Intermediate Transitioning 2 2

Advanced Expanding 1 1

Transitional Commanding Half Period Half Period

English Language Learner Staffing Projections for 2015‐2016

School 2013‐2014 2014‐20152015 – 2016(Proposed)

Shift for 2015‐2016

Proposed Increase

WOS 1.2 2.0 2.25 N/A 0.25

TZE 1.0 .7 N/A N/A N/A

CLE .6 1.0 2.25 .7 from TZE 0.55

SOMS .4 .4 .9 N/A 0.5

TZHS 1.2 1.5 2.0 N/A 0.5

Gifted and Talented Enrichment Program

• OLSAT administered to all 2nd grade students.

• Formal G/T services begin in 3rd grade.

• Push‐in/pull‐out model to service small groups and entire cluster classes.

• G/T Teachers coordinate school‐wide projects.

SOCSDCurriculumandInstructionLongRangePlanStaffingSummary

2015‐2016

Library Information Specialist – CLE (1.0)

ESL(WOS .25, CLE .55 , SOMS .5 , TZHS .5) (Based on ESL Needs Analysis and Projections) Total = 1.8

Computer Science (.2) Intro to Gaming(Taught by licensed math teacher)

Computer Science (.2) Advanced Computer Science (Java)(Taught by licensed math teacher)

Technology Position (.5) SOMS

Technology Position (.3) TZHS

Technology Position (.2) TZHS (PTLW Engineering Design and Development Capstone Course)

Technology Position (.5) WOS

Continued Professional Development Develop and

Refine Interdisciplinary Units of Study

Curriculum Mapping

Professional Learning

Communities

Continue to identify and Utilize the Best Resources and practices for teaching

and learning

1:1 Technology Initiative

Instructional Rounds

TC Reading and Writing Project

Future Areas of Focus?

curriculum and 2015 2016 · formative assessments (fountas & pinnell, star, conferences, etc.)...

Documents