Curriculum Leadership Institute (CLI)

Academic Program Governance

Vocabulary Curriculum Leadership Institute (The CLI

Model) Steering Committee Curriculum Coordinating Council (CCC) Subject Area Committees (SAC) Outcomes Components

Curriculum Leadership Institute (The CLI Model)

A management system for academic programs that includes a policy and a governance body

Proven, step-by-step, processes for curriculum, instruction and assessment

Based on 20 years of scientific research

Steering Committee The governance body that creates a policy

document that clarifies purposes, authority, and relationships

The policy document is approved by the superintendent and BOE to become permanent policy for how curriculum is handled

Chooses a Curriculum Coordinating Council (CCC)

For the sake of time…Steering Committee = CCC

In August of 2011, a lottery will be drawn for 1, 2, or 3 year seats

Applications will need to be submitted for review to replace empty seats

Curriculum Coordinating Council (CCC)

Represents all District educators

Will include a Board Member

Will report to the Citizen’s Advisory Council (CAC)

Develops a long range plan in 4 to 5 year cycles

CCC - YEAR 1 Creates Math SAC Makes decisions regarding implementation

requirements Begins discussions of mastery, grading,

homework, report cards, and RtI Creates plan for extended learning outside the

school day for both enrichment and additional learning support

Makes decisions about assessments Initiates discussion and possible revision of

mission statement; purpose statement…10 words or less

CCC – Beyond Year 1 Meets monthly Incorporates the mission Integrates staff development Monitors progress of organization Facilitates implementation process with

administrators Convert external pressure (something

new from the State) into positive action

Subject Area Committee (SAC)WHO

Includes a CCC member One educator from each grade level

and/or course K-12 16 educators will be selected for the

first subject…math

SAC Meeting DatesWHEN

December15 January 26 February 17 and February 18 March 16 and March 17 April 27 and April 28 May 17 and May 18

YEAR 1 of MATH SAC Create a survey of the local curriculum Collect and organize the local

curriculum Create “Wall Work” Conference with ALL teachers Identify gaps, repetitions, and common

core Create the document

CONTENT SAC = SCIENCE

TEACHERS = ART

Year 2 = Validation

Year 3 = Resources and Assessment

Year 4 = Assessment Validation

What about… Transitional outcomes will be implemented the first

year – the higher the grade level the increase in transitional outcomes

This will be Board Policy – there are administrative ramifications when a teacher chooses not to teach the curriculum

The policy is the thread that creates the continuum not the people

Decisions will be made on homework policies and grading practices

RtI – this is scientifically researched based Tier I core curriculum

Yorkville Community Unit School District 115 LONG-RANGE PLAN (Approved 1/25/11)

SUBJECTS 10-11 11-12 12-13 13-14 14-15 15-16 16-17 17-18 18-19

Mathematics C VC R/ A VA C VC R/ A VA

English Language Arts and Literacy

C (Reading)

VC (Reading)

R/ A (Reading)

VA (Reading)

C VC R/ A

C(Other) VC (Other)

R/ A (Other)

VA (Other) C VC

Science C VC R/ A VA C

Social Studies C VC R/ A VA

Drama/ Theater C VC R/ A VA C VC

Technology and Information Literacy C C VC R/ A VA C VC

Music C VC R/ A VA C

Art C VC R/ A VA C VC

Health/ Physical Education

C VC R/ A VA

Business/ FACS C VC R/ A VA

Foreign Language C VC R/ A VA C

Student Services (Career, College, Character)

C VC R/ A VA C VC R/ A

Abbreviations: C. Development of

curriculum documents

VC. Implementation

and validation of the new curriculum

R. Resource

selection A. Development of

common outcome assessments

VA. Implementation

and validation of the new assessments

How do we, as YMS professional educators,

continue to create change in our instruction to improve student

learning through our PLCs while this District change takes

place?

Our Foundation is Set

With Common Core

We Build the Structure

Using Curriculum Mapper

We Frame the Structure

With Instructional Strategies Similarities and differences Summarizing and note-taking Reinforcing effort and providing feedback Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions, and advance organizers

Always Asking Why… Why am I teaching this lesson? Why do I want my students to learn this

lesson? Why are our students successful? Why are our students not successful? Why is this important to students right

now?

Who dares to teach

must never cease

to learn

~John Cotton Dana