east aurora k-8 audit

7/28/2019 East Aurora K-8 Audit

1/38

Curr iculum Audit

Focus on Grades KindergartenEight

Presented to Jerome Roberts, Ed.D ., Superintendent of Schoolsand the East Au rora School District 131 Board of E ducation

Ca rol J. Sossong, ConsultantAp ril 18, 2013

East Au rora School District 131Making Choicesfor Excellence


2/38

i

Table of Contents

^

'Z

Attachment ASample Planning Process for

.

Attachment BZ&d/Z

.....18

Attachment CEnglish >W/ ...21

Attachment CMathematics W/

. 2

Attachment CScience Curriculum Plan for Development /

.

Attachment CSocial Science W/

4

Attachment CFine Arts W/

. 5

Attachment CPhysical Health and Development Curriculum Plan for Development and

/

26

Attachment D Draft Professional DW

7

Attachment E Draft Organizational Charts A &

9

Attachment FdW

1

Attachment GRecommendationst

. 3


3/38

Page | 1

Executive Summary

December 2012 Dr. Jerome Roberts, Superintendent of East Aurora School District 131

contracted with consultant Carol Sossong to conduct a review of district curriculum and the

instructional offering for children in grades kindergarten through eight. The purpose of the

review was to provide the District with a report outlining the status of the District in regard tocurriculum and instruction as it relates to language arts and mathematics with recommended

steps for improvement.

The review began in November of 2012 and concluded in March of 2013. During November and

December interviews were conducted with all school principals, cabinet members, additional

District staff based upon their responsibility in regard to curriculum and instruction, and union

leadership. In January interviews continued while school visits also began. School observations

took place throughout January and February. One hundred thirty six (136) classrooms were

visited. Teachers from eight schools were given the opportunity to be interviewed.

Throughout the audit several District documents were reviewed. The reviewed documents

included District policies, District organization charts, District and school improvement plans, allavailable curriculum documents, professional development offerings for both veteran and new

staff, assessment data, District and school report cards, written documentation of curricular

initiatives, as well as memos and emails related to curriculum and instruction.

This report of findings addresses the District status in regard to planning, curriculum

development, instructional programming, assessment, professional development, support and

resources, and communication. Included in the report are also draft documents related to the

recommendations that will provide staff with a guide as they address the recommended areas.

An overview of all recommendations is found in Attachment G.

As the audit was conducted the District continued with their work toward program

improvement. Therefore, direction for curriculum and instruction changed over the four month

period in which the review took place. The recommendations have taken in to account changes

that have occurred as they were implemented through March of 2013. Any directives or

initiatives occurring after March will not be noted in this review.

Throughout the review process District 131 staff was always very helpful, honest, and

professional. They demonstrated a dedication to the District and the children they serve. They

often commented on the need and the desire to provide a stronger educational offering for the

children of their community.

It must also be noted that the children of the District were always courteous and well behaved.

All elementary and middle schools were visited at least once, many more often. During all ofthe visits to the schools not one behavior problem was observed in the classrooms or the

school as a whole.


4/38

Page | 2

Goals and Recommendations

Goal Area OneStrategic Planning

Target Goal: Provide clear direction for the improvement of instruction through a

comprehensive planning process.

Distr ict Status

Four district plans were reviewed during the audit process. There is a five year strategic plan,

developed in 2008. This plan is posted on the District website under district strategic plan.

Through interview staff indicated that this plan has not been implemented.

A second district plan, written in 2009, is also posted on the District website under the

^K report on the progress toward

this plan. There is one posting of progress for the first quarter of the 2010/2011 school year.

Again, through interview, staff indicated that this plan is no longer being implemented.

There is a third district improvement plan posted on the District website under the section for

School Report Cards. This plan is written using the Rising Star format. It has been updated as to

progress through December 15, 2011. Through interview staff indicated that this plan is no

longer being implemented.

A fourth district improvement plan, again using the Rising Star format was presented for

review. It was accompanied with an update of progress through October 11, 2012. It has not

been posted on the website. Staff indicated that this plan is the current District plan for

improvement.

In addition to the four District plans, there is a listing of tasks entitled Central Office Goals that

was given to all staff at the start of the 2012 school year. The handout lists for each Cabinetmember tasks that are expected to be completed for the 2012/2013 school year.

Each school has a school improvement plan posted on the District website. Each plan includes

updates which vary from school to school with the most current being spring of 2012.

Individual plans for each District Department are not required.

Plans have not been written for professional development and Response to Intervention. A

technology plan was written and submitted to the State but has become obsolete and is not

being used. A new plan for technology is in the process of development.

The plan for Corrective Action and Restructuring which is required through Federal law No Child

Left Behind (NCLB) is embedded within the current district improvement plan filed throughRising Star. The update indicates that the action items have not been implemented.

In interviews, staff were asked what is needed to provide improvement of instruction. The

majority of staff indicated the need for a District plan that would provide District focus for all

schools. Most of the staff interviewed were unaware that a District plan had been developed.


5/38

Page | 3

Without a working district plan in place, East Aurora staff have recommended and

implemented a wide variety of initiatives to address student achievement. Timeframes for

implementation have been inappropriate and provide principals and teachers with little more

than an overview of what is expected rather than formal training with strategies presented for

implementation. Principals and teachers are given little time to plan the integration of the new

initiative in to the current curricular offering. As a result the initiatives are inconsistentlyimplemented across the District with little understanding on the part of school staff as to the

purpose and expected outcomes of the new initiative.

During the Fall of 2012 Common Core Units for English Language Arts and Mathematics were

implemented in all schools. The units were developed during the summer of 2012 with the

expectation that they be implemented Fall of 2012. A general overview of the units was

presented to staff the first day of the school year. In depth training to ensure that the units

would be implemented consistently across the district was not given. The short time frame did

not allow schools to take the information gained and then work out an implementation plan for

their school. In addition, because the units were hurried, the instructional materials to be used

for instruction were received late and in some instances not at all. When interviewed staff gavea wide variety of response as to the purpose of the units including members of Cabinet.

Individual school initiatives are also being implemented which compounds the impact that new

initiatives have on the teacher in the classroom. At times, school initiatives become District

initiatives (for example, Principal Triad Groups, Bullying Program, Write Tools Writing Program).

As a result the schools are overburdened with a great number of initiatives to implement

without understanding the purpose and the impact they are expected to have on student

learning.

Recommendations

1.

Develop and approve a process of planning for the District that will guide curriculum andinstruction. Include in the process the requirement for a District plan as well as

department, school, Professional Development, and Response to Intervention plans that

are aligned with the District plan.

a. A sample draft planning process is provided in Attachment A.2. Develop a timeline for implementation and monitoring of the planning process and

share with all staff.

3. Develop a format for district plans that provides consistency across the plans. The RisingStar format is cumbersome to read due to the format. If it is a requirement of the State

to use this format then it is recommended that a simpler format also be developed forpresentation to and use by staff and parents.


6/38

Page | 4

4. Develop a corrective action/restructure plan in a document that is separate from thedistrict improvement plan.

5. Appoint one person from District Cabinet to be responsible for the collection andpresentation of all required plans along with the required monitoring documents to

determine effectiveness.6. Establish a system for review of new ideas to be considered for District initiative based

upon the plans already in place to determine if needed and if so when it would best be

implemented to support the District focus.


7/38

Page | 5

Goal Area TwoCurr iculum

Target Goal: Provide all children with a strong instructional offering through the

implementation of curricula in the areas of English Language Arts and Mathematics

(based upon the Common Core Standards adopted by the State of Illinois 2010),

Science (based upon Next Generation Standards), and Social Sciences, Fine Arts, and

Physical Development and Health (based upon the Illinois State Standards adopted by

the State of Illinois in 1997).

Distr ict Status

The district has developed and approved policy in regard to Curriculum and Instruction.

However, the policies are dated and do not reflect current federal and state mandates that

have occurred since the current policies were adopted.

The District has developed curricula for all six mandated instructional areas, English LanguageArts, Mathematics, Science, Social Sciences, Fine Arts, and Physical Development and Health.

None of the curriculum reviewed are complete. Either grades or components are missing and

all with the exception of mathematics have not been reviewed nor revised since 2008.

During interviews when asked about district developed curricula staff indicated that the

textbook provides the curriculum for instruction.

In January of 2013 the District selected Common Core Curriculum Maps, English Language Arts

to be used for the development of curriculum and units of instruction based upon the Common

Core English Language Arts Standards. A draft literacy curriculum for grades kindergarten

through fifth has been posted on the district website. The draft contains the content and sub-

content areas along with Common Core topics and anchor statements as well as grade levelstatements. Interviews indicated that the intent is to establish the curriculum through high

school with instructional units to be developed for all grade levels. Grade level teams have been

given a template to utilize as they develop units of instruction based upon the resource

provided.

Recommendations

1. Develop, approve, and implement a curriculum review cycle.a. A draft sample is provided in Attachment B.

2. Develop a process for curriculum review and revision for each of the six curricular areas.a. A sample draft process, for each of the six curricular areas, is provided inAttachment C.


8/38

Page | 6

Goal Area ThreeInstruction

Target Goal: The core instructional program and universal interventions will provide

success for a minimum of eighty percent of the student population. Targeted

interventions will provide additional support for children struggling to meet

instructional expectations.

Distr ict Status

The current core instructional program for English Language Arts relies heavily on the reading

textbook with additional support from school determined strategies and programs presented

through the structure of balanced literacy. Teachers in the general education classrooms,

kindergarten through fifth, are using the Harcourt Series Trophies which is not aligned with

Common Core Standards. The teachers in the bilingual classrooms, kindergarten through fifth,

are using National Geographic Reach for Reading (Cengage Learning

) which is aligned with the

Common Core. This program was selected during Spring of 2012 and implemented Fall of 2012.Teachers in general education in grades six through eight are using McDougal Littell for their

core reading program. Teachers in bilingual education, grades six through eight, are using the

new National Geographic INSIDE(Cengage Learning

).

Classroom observations provided evidence that the district has initiated a balanced literacy

program for reading instruction. Word walls, focus boards, listed objectives and classroom

libraries were seen in most classrooms. Teachers were observed providing whole group, along

with guided reading instruction. Centers for student independent work were observed in many

classrooms.

Through interview staff indicated that the district has required that children in first throughfifth grade receive 90 minutes of reading instruction each day with 30 minutes devoted to

whole group instruction and 60 minutes devoted to guided reading and center activities. The

thirty minutes of whole group instruction is to include a read aloud in which a trade book is

used. Also included in the 30 minutes of whole group is shared reading through the use of the

reading textbook. Within the 60 minute block of time guided reading is provided with the

lowest readers receiving guided reading instruction daily while the remainder receive guided

reading a minimum of three times each week. Students also work at literacy centers during this

time.

In grades six through eight students are required to receive two periods of language arts

instruction. During the first period they receive direct instruction with the second perioddevoted to small group instruction and independent practice.

Each school is required to have in place a thirty minute intervention period for reading each

day. The district has selected reading intervention programs that are to be implemented in

each school. READ180 has been purchased and implemented in all elementary schools.

Systems44 has been purchased and implemented in both the elementary and middle schools

although some schools are not using the program due to lack of staff. Schools have also


9/38

Page | 7

implemented a variety of intervention programs and/or strategies that are provided by the

classroom teacher, instructional aides, and/or interventionists and literacy coaches. These

interventions vary from school to school.

Based upon reading intervention numbers for each school approximately sixty nine percent

(69%) of the student population meet with success through the core reading program.

Approximately twenty two percent (22%) of the student population receives reading

intervention with another nine percent (9%) receiving instruction through special services (this

percentage does not include children targeted for speech only services). The results of the

2012 ISAT indicate that only fifty seven percent of the students tested met or exceeded state

standards while forty three percent (43%) did not meet standards.

The current core program for Mathematics again relies heavily on the mathematics textbook.

Math interventions have not been purchased for the schools and most schools do not provide

math interventions for their students.

Staff interviews indicated that the district has required that children in first through fifth grade

receive 60 minutes of mathematics instruction daily. The middle schools are expected toprovide double periods of math instruction for each student with one period designated as

math lab.

The results of the 2012 ISAT indicate that seventy two percent (72%) of the student population

tested met or exceeded state standard while twenty eight percent (28%) did not meet

standards.

Students in the elementary schools are also scheduled for instruction by additional staff in the

areas of physical education, two thirty minute periods each week, art, one sixty minute period

each week, music, two thirty minute periods each week, and technology, one thirty minute

period each week. In addition, children scheduled for READ180 leave the classroom for ninety

minutes each day.

Based upon the 2012 ISAT scores all three of the middle schools and all but one elementary

school are either in restructuring or restructuring implementation status based upon federal

law No Child Left Behind.

Beginning January of 2013 the district purchased and provided all schools with Common Core

workbooks in both English Language Arts and Mathematics. Teachers and principals

interviewed indicated that they were to use the workbooks in place of the current text through

the end of the school year. Staff also indicated that they felt the Common Core workbooks

were a good resource to use in the classroom but preferred that it be used over a nine month

period in conjunction with the core curriculum.

District staff interviewed indicated that the intent of the Common Core workbooks had not

been to replace the current instructional program but rather to supplement the current core

program and provide teachers with an opportunity to experience the rigor and expectations of

Common Core Standards for English Language Arts and Mathematics.

In interviews teachers and principals indicated that time for instruction is a critical area. They

indicated the need for a directive on the amount of time expected to be spent for instruction in


10/38

Page | 8

each curricular area. They also indicated the need to analyze the current use of time to

determine if changes could be made to maximize the time spent in the classroom for

instruction. Currently, kindergarten children attend school on a half day basis. Staff indicated a

need for full day kindergarten based upon the requirements of instruction and the lack of

readiness of the incoming kindergarten children.

In March 2013 the District developed and posted online a literacy instructional guide for grades

first through fifth and a time frame for the general instructional day, for the bilingual

instructional day and one for the sheltered instructional day. The instructional guide includes

modeled/shared writing which expands the required time frame for literacy. The general

instructional guide provides guidance for all academic areas but also provides teachers with the

option of integrating science and social science content in to the English Language Arts block of

time.

In January of 2013 the district selected Common Core Curriculum Maps, English Language Arts

to be used for the development of curriculum and units of instruction based upon the Common

Core English Language Arts Standards. Grade level teams have been given a template to use as

they develop units of instruction based upon the resource provided. Based upon interview of

Cabinet staff it is the intent to have six instructional units for each grade level. For Fall 2013 two

units will be drafted and ready for implementation. The remaining four units will be developed

and implemented during the 2013/2014 school year. The units do not provide the teacher with

a complete outline of activities but rather include three common activities and one common

assessment. Teachers will then be given the flexibility to complete the instructional plan with

the resources available in their school.

Recommendations

1. Develop and implement a structure of reading and mathematics instruction for bothelementary and middle school that is required of all teachers. This structure, basedupon the District s core curriculum, is to include tiered instruction and intervention,

instructional materials to be utilized, as well as ongoing student assessment. It is also to

reflect the instructional time required. Share in printed form and post to the District

website.

2. Research the feasibility of implementing full day kindergarten for all children. Share theresults of the study and the district direction with principals and teachers.

3. Evaluate the effectiveness ofREAD 180 and Systems 44 to determine if they should becontinued.

4. Evaluate the effectiveness of the computer lab to determine if use should continue andif so programming that will be required.5. Establish a committee for the purpose of reviewing and recommending interventions for

reading and math.

6. Continue the use of the Common Core workbooks for the 2013/2014 school year.Analyze the DEA benchmark results to determine effectiveness.


11/38

Page | 9

7. Consider the adoption of the Cengage Reach for Reading and INSIDEprograms for thegeneral education classrooms, kindergarten through eighth grade, for the 2013/2014

school year. The text could then be used as a common tool to develop units of

instruction that bridge the current teaching strategies to those required through

Common Core Standards and provide the structure needed for reading instruction.8. Require that the current English Language Arts units of instruction provide teachers with

more direction than three common activities and one common assessment. The first

units will set the framework for instruction and need to be very detailed if teachers are

to be expected to move from basal instruction to unit instruction.

9. Consider the need for a curriculum staff member that will provide focus and directionon curriculum and instruction for the middle schools.


12/38

Page | 10

Goal A rea FourAssessment

Target Goal: Utilize student achievement data to drive instructional decisions.

Distr ict StatusThe current assessment schedule includes both state and local assessments for reading and

mathematics. Benchmark assessment is provided through Discovery Education Assessment

(DEA) for both reading and mathematics, grades two through eight. Literacy benchmark

assessment is also provided for Kindergarten through fifth, with the administration ofFountas

& Pinnellbut is not administered until second quarter. No mathematics benchmark is

provided for grades Kindergarten through first. The Scholastic Reading Inventory/Phonics

InventorySRI/SPI) is given as benchmarks in grades three to eight in order to provide

additional information for reading instruction. Additional assessments are administered for

gifted and ELL students.

Currently the District does not provide a universal screener for all children in the areas of

reading and math.

The district has an assessment committee in place to review all assessments currently

administered to students.

The District has implemented professional learning communities in all schools. Teachers are

meeting by grade grouping to analyze test scores and determine direction for instruction.

However there is not a district process in place that requires data analysis at the school and

district levels with reports provided to District staff, Board, and parents.

Rec

omme

ndations

1. Review all required assessment to determine what is required, needed and used andwhat is not necessary.

2. Adopt a universal screener for reading and mathematics along with a time frame foradministration.

3. Determine the assessments to be used to monitor student progress of those receivinginterventions.

4. Develop and implement a process of data based decision making both at the school anddistrict levels. This process should include what data is required to be analyzed, a

timeline for conducting data analysis, and what results are to be shared. District and

school responsibilities are to be clearly defined.

5. Name a Cabinet member responsible for all assessment administration, data analysis,and collection of reports. This person would be responsible for keeping the

Superintendent updated on a quarterly basis as to the progress of schools and

programs.


13/38

Page | 11

Goal A rea FiveProfessional Development

Target Goal: Provide new and veteran administrative and teaching staff with the tools

and resources necessary to meet the instructional expectations of the District as

outlined in the District plan.

Distr ict Status

Professional development sessions are offered to principals and teachers throughout the

summer, after school during the school year, and on school institute days and school

improvement days. Sessions provided are both district and building based. The sessions

provided this year have primarily focused on Common Core Standards, writing, overview of new

text, and professional learning communities.

A survey was developed and administered to certified staff in regard to their knowledge and

understanding of Common Core Standards. A general professional development survey has notbeen administered.

Sessions are advertised to staff and registration is conducted on line through Survey Monkey.

The district does not have a professional development software package in place.

Staff turnover has been high. Currently forty two percent (42%) of the teaching staff and eighty

three percent (83%) of the principals have been hired in the past four years.

Teachers new to the profession and new to the District are required to attend sessions offered

that provide orientation to the District. In addition, teachers new to the profession are provided

a teacher mentor for their first year in the district. An additional year of mentoring may be

provided if requested.

Principals new to the role and/or new to the district have in the past been provided mentors

through the local educational service center. This service is no longer provided. A mentor from

the District is not assigned to the new principal. Sessions for orientation to the principal

position are not provided.

District administrative staff are limited to the workshops they may attend outside the District.

Most professional development offered within the District is provided by District staff. There

are no educational subscriptions purchased for the administrative staff.

Schools purchase educational resources for professional development for their schools. Most of

this is limited to educational books on current strategies for instruction. The District does not

have a professional resource center for administrative staff.

In the District and school improvement plans professional development is addressed. However,

there is no professional development plan for the District that requires survey of needs and

outlines means for providing professional development to meet the needs of the varying

groups to be served.


14/38

Page | 12

Recommendations

1. Develop a plan for professional development that provides for the needs of new staff aswell as veteran staff.

a. A sample draft of a plan is provided in Attachment D.2. Develop and administer a survey that assesses the needs of staff.3. Develop yearly a professional development offering that addresses the District focus

and the needs of staff. Publicize each spring of the school year the offering for the

coming school year.

4. Select a software program for professional development and implement.5. Develop a means for evaluating professional development offerings for effectiveness.6. Assign a member of Cabinet to be responsible for the development, coordination,

implementation, and monitoring of all professional development provided.


15/38

Page | 13

Goal A rea SixSupport and Resources

Target Goal: Schools are provided with the necessary support from district staff, as

well as, the needed materials, equipment, and software to implement district directed

curriculum and instructional programming.

Distr ict Status

District Cabinet is comprised of four assistant superintendents, five directors, and five

facilitators that impact curriculum and instruction for District 131. Although there is an

Assistant Superintendent for Curriculum the other assistant superintendents have responsibility

for curriculum or areas directly related to curriculum. The principals are evaluated by the

Assistant Superintendent for Teaching and Learning and do not answer directly to the Assistant

Superintendent for Curriculum. Curriculum decisions and implementation rely on the

communication and cooperation between the assistant superintendents and currently the

relationship between them is weak as indicated in their interviews. The weak relationshipimpedes effective implementation of curricular directives and district initiatives.

There is a District facilitator for reading and one for math. There are no facilitators for science,

social science, fine arts, and physical development and health. These areas are to be addressed

through the Assistant Superintendent for Curriculum. The facilitators are teachers and are part

of the teacher bargaining unit. They have no administrative authority including that of

evaluation.

The current structure provides little support for teachers and principals and due to the overlap

of responsibilities and lack of cooperation among staff provides a great deal of confusion and

misunderstanding of district focus and direction. As a result interpretation of direction is left tothe individual principals and their staff.

No one person/group at the district level analyzes school progress in regard to instruction,

student behavior and school climate on an annual basis and provides recommendations to the

Superintendent for improvement and/or intervention. Schools are not targeted for additional

support and intervention based upon their needs.

Classrooms have a variety of materials for instruction with the major concentration on

textbooks and text related materials. Most classrooms have classroom libraries but the amount

of reading materials available for instruction and student use varies from classroom to

classroom and school to school. Access to technology for instruction and reinforcement of

instruction is extremely limited in all classrooms. There is also a limited amount of materials forintervention in reading and mathematics.


16/38

Page | 14

Recommendations1. Evaluate the current District administrative structure and develop a structure that will

provide clear direction for implementation of curricular and instructional initiatives as

well as support for principals and teachers.

a. Refer to Attachment E for sample structures (these samples only includepositions related to curriculum and instruction).

2. Develop a process that provides annual evaluation of each school and targets schoolsfor additional support and intervention.

a. Refer to Attachment F for a sample process.3. Assess instructional materials, software, and equipment needed as each curricular area

is reviewed and order for all teachers that are required to implement the curriculum.


17/38

Page | 15

Goal A rea SevenCommunication of E xpec tations

Target Goal: Communicate, in a timely manner, district expectations for curriculum

and instruction in a variety of formats to ensure that principals and teachers

understand the district focus as well as the expectations for implementation.

Distr ict Status

Most directives for curriculum implementation are provided through principal meetings with

the expectation that they will communicate direction to the teachers. Seldom are the principals

given directives in writing and teachers do not receive directives in writing.

Technology is used with information posted on the District website but not all principals and

teachers use the website as an informational tool. When items for curriculum and instruction

are posted, principals and teachers are not always notified of the posting through an alternate

means of communication.

For those using the District website confusion can occur as there are outdated postings as well

as current postings on the same area of content.

Recommendations for Improvement

1. Develop and implement a process of communication for District directives. Thiscommunication would include a variety of approaches both written and electronic. It

would also include means for providing information on a recurring basis to staff to keep

the directive at a conscious level for those responsible for implementation.

2. Provide for periodic review of implementation of District initiatives to allow principalsand teachers the opportunity to ask for clarification of a directive and/or providesuggestions for improvement of the implementation process.

3. New principals and teachers should receive in written form a copy of the District planalong with all curriculum guides, assessment descriptions with schedule, classroom

expectations, and information in regard to all District initiatives.

4. The District website needs to be reviewed and dated information needs to be removed.


18/38

Page | 16

Attachment ASample Planning Process for Distr ictPlan Purpose Development Time Frame Person

Responsib leMonitoring

Distr ictStrategic Plan

Provide focus for

work of the district

District Council

Members - School Board

Members administrators,

teachers, parents,

community members

Duration Five Years

Development January

through April

Superintendent

approval May

Board Presentation andApproval June

ImplementationFall

Superintendent or

Designee

Quarterly a report will be

provided Board members and

Council members. Posted on

website for parents and staff.

DepartmentPlans

Provide specific

action items to

support the goals

of the district

Duration One Year

Superintendent

Approval May

Implementation July

Department

Supervisor

Quarterly a report will be

provided to the

Superintendent on the

progress of the plan.

SchoolImprovementPlans

Provide school

actions that align

with the focus of

the district

School Improvement

Teams

Duration Two Years

Superintendent

ApprovalJune

Implementation - Fall

Principal Quarterly a report will be

provided to the


progress of the plan.

ProfessionalDevelopmentPlan

Analyze staff

needs and providemeans for

acquisition of skills

necessary to

implement the

expectations of

the district

Assistant

Superintendents andDirectors

Duration One Year Superintendent or

Designee

Yearly a report will be

provided to theSuperintendent on

participation and outcomes

of the offerings.


19/38

Page | 17

Plan Purpose Development Time Frame PersonResponsib le

Monitoring

Response toIn terventionPlan

To provide

direction for

principals and

teachers in regard

to intervention

District Committee

Members teachers,

principals, district

staff

Duration Five Years

Superintendent

Approval

Director of

Special Services

Assistant

Superintendent

for Curriculum


provided to the


number of children receiving

interventions and their

progress by intervention

group

TechnologyPlan

Provide action

items in support of

the district goals

Technology Department

Staff

Duration three years Assistant

Superintendent for

Student Services


provided the Superintendent

in regard to progress made


20/38

Page | 18

Attachment BD R A F TCurr iculum Development , Implementation, and Review Cycle

Curr icularA rea

20122013 20132104 20142015 20152016 20162017 20172018

EnglishLanguageA rt s

CommonCo re StateStandards

Development

of Curriculum

Acquisition of

InstructionalMaterials and

Software

Survey of

Professional

Development

Needs

Implementation

of Curriculum

Professional

Development

Implementation

of Curriculum

Professional

Development

Review/Revision

of Curriculum

Acquisition of

Materials andSoftware

Survey of

Professional

Development

Needs

Implementation

of Curriculum

Professional

Development

Implementation

of Curriculum

Professional

Development

Mathematics

CommonCo re StateStandards

Development

of curriculum

Acquisition of

Instructional

Materials and

Software

Survey ofProfessional

Development

Need

Implementation

of Curriculum

Implementation

of Professional

Development

Implementation

of Curriculum

Professional

Development

Review of

Curriculum

Acquisition of

Materials and

Software

Survey of

ProfessionalDevelopment

Needs

Implementation of

Curriculum

Implementation

of Curriculum

Professional

Development


21/38

Page | 19

Curr icularA rea

20122013 20132104 20142015 20152016 20162017 20172018

Science

NextGenerationStandards

Development of

Curriculum

Acquisition of

Instructional

Materials and

Software

Survey of


Needs

Implementation

of Curriculum

Professional

Development

Implementation

of Curriculum

Professional

Development

Review of

Curriculum

Acquisition of

Instructional

Materials and

Software

Survey of


Needs

Implementation

of Curriculum

Professional

Development

Socia lScience

StateStandards

Development of

Curriculum

Acquisition of

Instructional

Materials and

Software

Survey of

Professional

Development

Needs

Implementation

of Curriculum

Professional

Development

Implementation

of Curriculum

Professional

Development

Review/Revision

of Curriculum

Acquisition of

Instructional

Materials and

Software

Survey of

Professional

Development

Needs

Implementation

of Curriculum

Professional

Development

F ine A rts

StateStandards

Developmentof Curriculum

Acquisition of

Materials and

Software

Survey of

Professional

Development

Needs

Implementationof Curriculum

Professional

Development


Professional

Development


Professional

Development


Professional

Development

Review ofCurriculum

Acquisition of

Instructional

Materials and

Software

Survey of

Professional

Development

Needs


22/38

Page | 20

Curr icularA rea

20122013 20132104 20142015 20152016 20162017 20172018

PhysicalDevelopmentand Health

StateStandards

Development

of Curriculum

Acquisition of

Instructional

Materials,

Equipment

and Software


Development

Needs

Implementation

of Curriculum

Professional

Development

Implementation

of Curriculum

Professional

Development

Implementation

of Curriculum

Professional

Development

Implementation

of Curriculum

Professional

Development

Review of

Curriculum

Acquisition of

Instructional

Materials,

Equipment, and

Software


Development

Needs


23/38

Page | 21

Attachment CEnglish Language A rtsCurr iculum Plan for Development and Implementation

Curr icularA rea

20122013 20132014 20142015 20152016 20162017

EnglishLanguage Arts

Develop curriculum

based upon

Common Core

Standards

Determine

instructional

materials and

software needed

Order instructional

materials and

software

Assess need for

professional

development both

administration and

teaching staff

Develop

professionaldevelopment

offering based upon

curriculum and

needs of staff

Communicate

offering to staff

Spring of 2013

Implement

curriculum

Provide professional

developmentConduct grade level

implementation

review sessions after

third quarter

Review assessment

data quarterly at

both the school and

district level to

determine curricular

effectiveness and

instructional needs

Share data analysis

with all teachers and

all administrators

Continue

curriculum

implementation

Continue to

provide

professional

development

Conduct grade

level review

sessions after third

quarter

Continue to review

assessment data

quarterly to

determine

curricular

effectiveness and

instructional needsContinue to share

data analysis with

teachers and

administrators

Review curriculum

through a committee

of teachers, principals

and district

administrators

Determine

modifications needed

Review need for and

order additional

instructional materials

and software

Provide staff with

overview of curriculum

modifications along

with a hard copy of the

revised curriculum

Assess need for

professionaldevelopment and

develop offering

Continue to review

data quarterly

Continue to share data

analysis with teachers

and administrators

Implement

revised

curriculum

Provide

professional

development

Continue to

review

assessment data

quarterly to

determine

curricular

effectiveness and

instructional

needs

Continue to

share data

analysis withteachers and

administrators


24/38

Page | 22

Attachment CMathCurr iculum Plan for Development and Implementation

Curr icularA rea

20122013 20132014 20142015 20152016 20162017

Mathematics Develop curriculumbased upon

Common Core

StandardsDetermine

instructional

materials and

software needed

Order instructional

materials and

software

Assess need for

professional

development

both administration

and teaching staff

Develop

professional

development

offering based upon

curriculum and

needs

Communicate

offering to staff

Spring of 2013

Implement

curriculum


development

Conduct grade level

implementation


third quarter

Review assessment

data quarterly at

both the school and

district level to


effectiveness and

instructional needs

Share data analysis


all administrators

Continue curriculum

implementation

Continue to provide


Conduct grade level


third quarter

Continue to review

assessment data

quarterly to


effectiveness and

instructional needs

Continue to share

data analysis with

teachers and

administrators

Review curriculum

through a committee of

teachers, principals, and

district administratorsDetermine modifications

needed

Review need for and

order additional

instructional materials

and software

Provide staff with


modifications along with

a hard copy of the

revised curriculum

Assess need for

professional

development and

develop offering

Continue to review data

quarterly



and administrators

Implement

revised

curriculum

Provideprofessional

development

Continue to

review

assessment data

quarterly to

determine

curricular

effectiveness and

instructional

needs

Continue to

share data

analysis withteachers and

administration


25/38

Page | 23

Attachment CScienceCurr iculum Plan for Development and Implementation

Curr icularA rea

20122013 20132014 20142015 20152016 20162017

Science*

*Pleasenote:the NextGenerationScienceStandardswillbe infinal draftMarch of2013.

Develop curriculum based

upon Next Generation

Science Standards

Develop a scope and

sequence using the currentscience text

Determine which units of

instruction will be taught

through the Language Arts

Curriculum

Determine means for

assessing effectiveness of

curriculum

Review need for and order

additional instructional

materials, software and

equipment

Assess need forprofessional development

both administration and

teaching staff

Develop professional

development offering

based upon curriculum and

need

Communicate offering to

staff Spring of 2014

Implement

curriculum

Provide

professional

development

Conduct middle

school teacher

curriculum

implementation

review sessions

at the conclusion

of the third

quarter

Review

assessment data

at the school and

district level at

the conclusion of

each semester todetermine

curricular

effectiveness

Share data

analysis with all

teachers and

administrators

Continue

implementation of

curriculum

Continue to provide


Conduct middle

school teacher

curriculum

implementation

review sessions at the

conclusion of the third

quarter

Review assessment

data at the school and

district level at the

conclusion of each

semester to

determine curriculareffectiveness

Share data analysis


administrators

Review curriculum


teachers, principals and

district administrators

Determinemodifications needed

Review need for and

order additional

instructional materials,

software and equipment

Provide staff with



a hard copy of the

revised curriculum

Assess need for

professional

development anddevelop offering

Continue to review

assessment data each

semester



and administrators


26/38

Page | 24

Attachment CSocial ScienceCurr iculum Plan for Development and Implementation

Curr icularA rea

20122013

20132014 20142015 20152016 20162017

Socia lScience

Develop curriculum

based upon State

Standards

Determine which units of

instruction will be taughtthrough the Language

Arts Curriculum

Determine means for

assessing effectiveness of

curriculum

Review need for and

order additional



Assess need for

professional

development both

administration andteaching staff



based upon curriculum

and need

Communicate offering to

staff spring of 2014

Implement curriculum


development

Conduct middle school

teacher curriculum

implementation review

sessions at the


quarter

Review assessment



conclusion of each

semester to determine

curricular effectiveness

Share data analysis


administrators

Continue

implementation of

curriculum

Continue to provide


Conduct middle

school teacher

curriculum

implementation

review sessions at the


quarter

Review assessment



conclusion of each

semester to

determine curriculareffectiveness

Share data analysis


administrators

Review curriculum


teachers, principals and

district administrators

Determine modificationsneeded

Review need for and

order additional



Provide staff with



a hard copy of the

revised curriculum

Assess need for

professional

development anddevelop offering

Continue to review


semester



and administrators


27/38

Page | 25

Attachment CF ine A rtsCurr iculum Plan for Development and Implementation

Curr icularA rea

20122013 20132014 20142015 20152017 20172018

F ine A rts

(Dance,Drama,

Music, VisualA rt s)

Develop curriculum

based upon the State

Standards utilizing the

current district

curriculum for Music

and Visual Arts as a

guide for completion of

all grades and all four

components

Determine means for

assessing effectiveness

of curriculum

Review need for and

order additional


software and

equipment

Assess need forprofessional

development both

administration and

teaching staff



based upon curriculum

and need

Communicate offering

to staff spring of 2014

Implement

curriculum

Provide


Conduct

curriculum

implementation

review sessions at

the conclusion of

the third quarter

for both

elementary and

middle school

teachers

Review

assessment data

at the school anddistrict level at the

conclusion of each

semester to

determine

curricular

effectiveness

Share data

analysis with all

teachers and

administrators

Continue

implementation of

curriculum

Continue toprovide

professional

development

Conduct curriculum

implementation

review sessions at

the conclusion of

the third quarter

for both

elementary and

middle school

teachers

Review assessment

data at the schooland district level at

the conclusion of

each semester to

determine

curricular

effectiveness

Share data analysis

with all teachers

and administrators

Continue

implementation of

curriculum

Continue toprovide

professional

development

Conduct curriculum

implementation

review sessions at

the conclusion of

the third quarter

for both

elementary and

middle school

teachers

Review assessment

data at the schooland district level at

the conclusion of

each semester to

determine

curricular

effectiveness

Share data analysis

with all teachers

and administrators

Review curriculum

through a committee


and district

administrators

Determine


Review need for and

order additional


software and

equipment

Provide staff with


modifications along


revised curriculum

Assess need for

professional

development and

develop offering

Continue to review


semester



and administrators


28/38

Page | 26

Attachment CPhysical Health and DevelopmentCurr iculum Plan for Development and Implementation

Curr icularA rea

20122013 20132014 20142015 20152017 20172018

PhysicalDevelopmentand Health

Develop curriculum

based upon the State

Standards utilizing

the current district

rough draft forphysical education to

complete all grades

Determine means for

assessing

effectiveness of

curriculum

Review need for and

order additional

instructional

materials, software

and equipment

Assess need for

professional

development bothadministration and

teaching staff


development

offering based upon

curriculum and need

Communicate

offering to staff

spring of 2014

Implement

curriculum

Provide

professional

development

Conduct curriculum

implementation

review sessions at

the conclusion of

the third quarter

for both

elementary and

middle school

teachers

Review assessment

data at the school

and district level at

the conclusion of

each semester todetermine

curricular

effectiveness

Share data analysis

with all teachers

and administrators

Continue

implementation of

curriculum

Continue to

provideprofessional

development

Conduct curriculum

implementation

review sessions at

the conclusion of

the third quarter

for both

elementary and

middle school

teachers

Review assessment

data at the school

and district level atthe conclusion of

each semester to

determine

curricular

effectiveness

Share data analysis

with all teachers

and administrators

Continue

implementation of

curriculum

Continue to

provideprofessional

development

Conduct curriculum

implementation

review sessions at

the conclusion of

the third quarter

for both

elementary and

middle school

teachers

Review assessment

data at the school

and district level atthe conclusion of

each semester to

determine

curricular

effectiveness

Share data analysis

with all teachers

and administrators

Review curriculum

through a committee


and district

administratorsDetermine


Review need for and

order additional


software and

equipment

Provide staff with


modifications along


revised curriculum

Assess need forprofessional

development and

develop offering

Continue to review


semester



and administrators


29/38

Page | 27

Attachment DDraft Professional Development Plan

District 131 is committed to providing all staff with the necessary tools and resources to

implement required curriculum in all schools, all classrooms. To ensure success of all District

initiatives and mandates the District will assess staff need on a regular basis and provide

professional development annually based upon District focus and needs of staff.Professional Development Survey

Every five years the District will administer a professional development survey to staff to

determine interest in and need for training sessions and resources. The survey will cover all

curricular areas, teaching strategies, and District mandates as well as preferred format for

delivery of instruction, preferred time for provision of services, and opportunity for staff to

provide recommended providers or offer to provide services. The professional development

survey will be administered in January with data analyzed in February. Professional

development offerings will then be developed on a yearly basis. The yearly offering of

professional development will be shared with staff at the conclusion of each school year prior

to summer break.

New Teacher Orientation

New teachers to the District and those new to the profession will be provided an offering of

sessions meant to give them information in regard to District expectations for curriculum and

instruction as well as District initiatives. Sessions will be provided the summer before they

begin their first year of service to the District and will continue throughout the first year. A

mentor will be assigned to those new to the teaching profession for their first full year. A

mentor may be provided for the second year if requested.

New Principal Or ientation

New principals to the District and to the profession will be provided an offering of sessions

meant to give information in regard to expectations for leadership, curriculum, instruction,

assessment, and District initiatives. Sessions will be provided the summer of their first year of

assignment and will continue throughout their first year. A veteran administrator from the

District will be assigned to the new principal to provide guidance throughout the year.

Veteran Teacher Professional Development

Professional development sessions, book studies, and online instructional sessions will be

provided to increase teacher capacity in the areas of curriculum, instruction, assessment,

climate, and parental involvement. Sessions will be focused on new District mandates and

initiatives but will also provide teachers with sessions on research and innovation in the field ofeducation. Sessions will be provided based upon grade groupings to provide participants with

experiences appropriate for their assignment.

Sessions will be provided during the summer, after school, and on Institute and Professional

Development Days as indicated on the school calendar. Priority training sessions, those focused

on mandated initiatives, will be provided on the regularly scheduled sessions during the school

year. All other sessions will be scheduled either after school or during the summer.


30/38

Page | 28

Veteran Administrators Professional Development

Professional development sessions, book studies, online instructional sessions, and attendance

at state and national conferences will be provided to increase leadership capacity of all

administrative staff. Sessions will be focused on leadership as it relates to new District

mandates and initiatives but will also provide administrative staff with sessions on research and

innovation in the field of educational leadership. Sessions will be provided based upon grade

groupings to provide participants with experiences appropriate for their assignment. Principals

will also receive overview of each new District initiative prior to presentations given for

teachers.

Administrative professional development sessions will be offered at the regularly scheduled

monthly meetings for principals. Other District administrative staff will be invited to attend the

scheduled sessions as the topic relates to their position.

Professional Resource Library

The District will provide teachers and administrators with access to professional journals,

books, and training videos through a Professional Resource Library to be housed at the District

office. Each year resource materials will be ordered based upon the focus of the District.

Evaluation of Professional Development

Teachers and administrators will be asked to evaluate each session offered as well as provide a

statement on implementation or further study of content presented. These evaluations will be

used to determine need for additional sessions and/or further scheduling of the provider.

Each year a report will be presented to the Superintendent outlining the professional

development offered, participation level, impact on instruction, and plans for the coming

school year.


31/38

Page | 29

Attachment EDraft Organizational Chart A


32/38

Page | 30

Attachment EDraft Organizational Chart B


33/38

Page | 31

Attachment FTechnical Assistance PlanThe purpose of the technical assistance plan is to provide schools that have demonstrated

need, with additional support and resources through the development and implementation of a

technical assistance plan. To receive technical assistance a school must demonstrate need in

one of the following areas student achievement, student discipline, and school climate.

Identification ProcessDuring the identification process, a District committee will be convened annually to review data

from all schools in the district to determine need for technical assistance. The committee will

review all available data in regard to student achievement, student discipline, and school

climate. Those schools most in need will be selected for technical assistance. Special

consideration will be given to those that are in corrective action or restructure status as

designated by Federal and State guidelines for No Child Left Behind (NCLB). No more than four

schools will be selected for a given school year.

Collec tion of Additional Data

To gain additional information about the schools selected the committee will conduct schooland classroom observations. School observations will focus on school entry and dismissal

procedures, lunchroom and recess procedures, transitions between classes, and classroom

instruction.

Focus group meetings with staff will be held with follow up interviews conducted if necessary.

The meetings will provide school staff the opportunity to share what is working well and what

needs to be addressed in order for them to improve.

Surveys will be conducted if needed based upon the information collected through data

analysis, school observations, focus group meetings, and interviews.

Technical Assistance PlanA technical assistance plan will be written for the school. The plan will include a summary offindings, required steps for improvement, and a timeline for implementation. Also included in

the plan will be a summary of District support and resources that will be provided.

Report of ProgressAt the conclusion of the school year the district team will again review school data and conduct

school and classroom observations. A report of progress will be provided staff along with

indication as to whether or not they will receive technical assistance for a second year.

Timeline for Implementat ion of T echnical AssistanceJanuary

o Review of all school dataFebruary

o Selection of schools to receive technical assistanceo Report of findings to Superintendent for approvalo Notification to schools that will receive technical assistance


34/38

Page | 32

March

o Conduct school focus groupso Conduct school interviews

April

o Conduct school and classroom observationso Conduct additional meetings and administer surveys if needed

May

o Development of technical assistance plano Presentation of plan to Superintendento Presentation of plan to school

June July

o Provision of professional development outlined in planAugust March

o Implementation of Technical Assistance PlanApril

o Conduct observations of school and classroomso Develop report of progresso Present report to Superintendento Present report to school


35/38

Page | 33

Attachment GRecommendations Workshee t

Goal A rea One: PlanningPerson

Responsib leCompletion

Date1. Develop and approve a process of planning for the district that

will guide curriculum and instruction. Include in the process the

requirement for a District plan as well as department, school,Professional Development, and Response to Intervention plans

that are aligned with the District plan.

a. A sample draft planning process is provided inAttachment A.

2. Develop a timeline for implementation and monitoring of theplanning process and share with all staff.

3. Develop a format for District plans that provides consistencyacross the plans. The Rising Star format is cumbersome to read

due to the format. If it is a requirement of the State to utilize

this format then it is recommended that a simpler format also

be developed for presentation to and use by staff and parents.4. Develop a corrective action/restructure plan in a document that

is separate from the district improvement plan.

5. Appoint one person from District Cabinet to be responsible forthe collection and presentation of all required plans along with

the required monitoring documents to determine effectiveness.

6. Establish a system for review of new ideas to be considered fordistrict initiative based upon the plans already in place to

determine if needed and if so when it would best be

implemented to support the District focus.

Goal A rea Two: C ur riculumPerson


Date1. Develop, approve, and implement a curriculum review cycle.

a. A draft sample is provided in Attachment B.2. Develop a process for curriculum review and revision for each

of the six curricular areas.

a. A sample draft process, for each of the six curricularareas, is provided in Attachment C.


36/38

Page | 34

Goal A rea Three : InstructionPerson


Date1. Develop and implement a structure of reading and mathematics

instruction for both elementary and middle school that is

required of all teachers. This structure, based upon the District score curriculum, is to include tiered instruction and

intervention, instructional materials to be utilized, as well as

ongoing student assessment. It is also to reflect the

instructional time required. Share in printed form and post to

the District website.

2. Research the feasibility of implementing full day kindergartenfor all children. Share the results of the study and the District

direction with principals and teachers.

3. Evaluate the effectiveness ofREAD 180 and Systems 44 todetermine if they should be continued.

4. Evaluate the effectiveness of the computer lab to determine ifuse should continue and if so programming that will be

required.

5. Establish a committee for the purpose of reviewing andrecommending interventions for reading and math.

6. Continue the use of the Common Core workbooks for the2013/2014 school year. Analyze the DEA benchmark results to

determine effectiveness.

7. Consider the adoption of the Reach for Reading and INSIDEprograms (Cengage Learning) for the general education

classrooms, kindergarten through eighth grade, for the

2013/2014 school year. The text could then be used as a

common tool to develop units of instruction that bridge thecurrent teaching strategies to those required through Common

Core Standards and provide the structure needed for reading

instruction.

8. Require that the current English Language Arts units ofinstruction provide teachers with more direction than three

common activities and one common assessment. The first units

will set the framework for instruction and need to be very

detailed if teachers are to be expected to move from basal

instruction to unit instruction.

9. Consider the need for a curriculum staff member that willprovide focus and direction on curriculum and instruction forthe middle schools.


37/38

Page | 35

Goal A rea Four: AssessmentPerson


Date1. Review all required assessment to determine what is required,

needed and used and what is not necessary.

2.

Adopt a universal screener for reading and mathematics alongwith a time frame for administration.

3. Determine the assessments to be used to monitor studentprogress of those receiving interventions.

4. Develop and implement a process of data based decisionmaking both at the school and District levels. This process

should include what data is required to be analyzed, a timeline

for conducting data analysis, and what results are to be shared.

District and school responsibilities are to be clearly defined.

5. Name a Cabinet member responsible for all assessmentadministration, data analysis, and collection of reports. This

person would be responsible for keeping the Superintendent

updated on a quarterly basis as to the progress of schools and

programs.

Goal A rea Five: Professional DevelopmentPerson


Date1. Develop a plan for professional development that provides for

the needs of new staff as well as veteran staff.

a. A sample draft of a plan is provided in Attachment D.2. Develop and administer a survey that assesses the needs of

staff.

3. Develop yearly a professional development offering thataddresses the District focus and the needs of staff. Publicize

each spring of the school year the offering for the comingschool year.

4. Select a software program for professional development andimplement.

5. Develop a means for evaluating professional developmentofferings for effectiveness.

6. Assign a member of Cabinet to be responsible for thedevelopment, coordination, implementation, and monitoring of

all professional development provided.


38/38

Goal A rea Six: Support and ResourcesPerson


Date1. Evaluate the current District administrative structure and

develop a structure that will provide clear direction for

implementation of curricular and instructional initiatives as wellas support for principals and teachers.

a. Refer to Attachment E for sample structures.2. Develop a process that provides annual evaluation of each

school and targets schools for additional support and

intervention.

a. Refer to Attachment F for a sample process.3. Assess instructional materials, software, and equipment needed

as each curricular area is reviewed and order for all teachers

that are required to implement the curriculum.

Goal A rea Seven: CommunicationPersonResponsib le

CompletionDate

1. Develop and implement a process of communication for Districtdirectives. This communication would include a variety of

approaches both written and electronic. It would also include

means for providing information on a recurring basis to staff to

keep the directive at a conscious level for those responsible for

implementation.

2. Provide for periodic review of implementation of Districtinitiatives to allow principals and teachers the opportunity to

ask for clarification of a directive and/or provide suggestions for

improvement of the implementation process.

3. New principals and teachers should receive in written form acopy of the District plan along with all curriculum guides,assessment descriptions with schedule, classroom expectations,

and information in regard to all District initiatives.

4. The District website needs to be reviewed and datedinformation needs to be removed.

east aurora k-8 audit

Documents