Secondary Communication Arts Curriculum Framework Update

November 2011

MISSION DRIVEN ACTION

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Goal 1: All students are Capable Learners who transfer their prior learning

to new demands, in and out of school. Measurable Objective 1: All students will meet or demonstrate growth toward

ongoing rigorous transfer goals, as measured by assessments within and across all Parkway curricular areas.

Measureable Objective 2: All students will meet Missouri’s required proficiency or growth targets on state exams.

Goal 2: All students are Curious Learners who understand and respond to the challenges of an ever-changing world. Measurable Objective 1: All students will improve their ability to develop potential

solutions for relevant problems in their community and the world.

Measurable Objective 2: All students will sustain high levels of creativity and

expand the capacity for divergent thinking they exhibited in their early childhood years.

Goal 3: All students are Confident Learners who are increasingly self-directed, skilled, and persistent as learners.

Measurable Objective 1: All students will improve in their confidence, self-direction, and persistence as learners.

Measurable Objective 3: All students will monitor and make adjustments to achieve their personal goals, including academic, health, social, and civic goals.

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Goal 4: Develop and support strong professional communities that utilize data, knowledge, experience and research to improve practice and accomplish goals. Measurable Objective 2: All staff members will engage in professional

learning and collaboration that positively impacts Parkway’s diverse student population.

Goal 6: Responsibly and efficiently allocate resources including finances, facilities, personnel and time.

Measurable Objective 2: All personnel, time, and facility space will be allocated responsibly and flexibly based on the Mission-related practices to effectively accomplish the Mission.

2010 - 2011

2011 - 2014

2014 - 2016

CURRICULUM CYCLE

Curriculum Documents Completed

Focus Areas and Work Plans Program Evaluation Recommendations

Related CSIP goals and action steps

Persons, tasks, and time frames

CURRICULUM FRAMEWORK UPDATE

CURRICULUM WORK COMPLETED

Secondary Communication Arts Vision Learning Principles in Action in Secondary CA Classrooms Grade 6 – 12 Overarching Essential Questions Parkway Priority Standards (CCSS and DESE) Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11, Grade 12 Secondary CA Supervisor Resources

MIDDLE SCHOOL CURRICULUM FRAMEWORK DOCUMENTS

EUs and EQs for all Units and

Yearlong Commitments

Curriculum Maps (Knowledge and Skills)

Grade 6 EQs & EUs

Gr. 6 - 8: Unit #1 Reading To Understand

Gr. 6 - 8: Unit #2 Writing To Understand

Grade 7 EQs & EUs Gr. 6 - 8: Unit #3 Reading Fiction

Gr. 6 - 8: Unit #4 Reading Nonfiction

Grade 8 EQs & EUs Gr. 6 – 8: Unit #5 Writing Nonfiction

PARKWAY RUBRICS

• Formative Writing: Grades 6 – 8 • Summative Writing: Grades 6 - 7 • Summative Writing: Grade 8 and On-Demand Writing: Grades 9 - 10 • On-Demand Writing: Grades 11 - 12 • Processed Writing: Grades 9 - 12

LONGITUDINAL RUBRICS UNDER DISCUSSION

Longitudinal rubrics help to map the developmental changes in students from Grade 6 – 12 within the various strands: • A Taxonomy of Skills in Reading and Interpreting

Fiction – Hillocks

• Holistic Reading Development Rubric – Campbell

COMMON ASSESSMENTS

• Benchmark 1 and 2, Grades 6 – 8 (OCG, Data in PARS) • End of Unit Assessments #1, #3 and #4 • Grade 9 & 10 District Essays, protocols for inter-rater reliability scoring training, annotated anchor papers, post assessment debrief lesson for students (OCG, Data in PARS; Grade 10 District Essay on OCG, Data in PARS for 2012) To be developed: • Benchmarks for Grades 9 – 12 (reading, language, ECR) • 2 per grade level (proposed)

CURRICULUM FRAMEWORK SUPPORT

Summer Development in Parkway aFontbonne Literacy Institute

Fall • Coordinator

DIA, DAD, Clinical Supervision; Coaching the Coaches; Collaboration with Curriculum Leaders & Department Leaders; Collaboration with the TIS on integrating tech-supported DI resources on the OCG; Content Literacy Coaching; Curriculum Writing; District Development Planning; Learning Walks; LBD session leadership on DI; Newsletters; NTN Development in Critical Literacy; Organizing Vertical Field Trips; PLC Support; SEAT

• Literacy Coaches Case Management/DIA Mentoring; Coaching Cycles; Collaboration with Coaches; 6th Grade, 7th Grade, and 8th Grade CA collaboration meetings; Curriculum Leader Meetings; Content Area Literacy Meetings; Curriculum Revision; Data Analysis; Faculty Development; Learning Walks; Literacy Meetings with SSD Teachers; Newsletters; Progress Monitoring Meetings; School Improvement Meetings; Supporting the Scoring of Assessments; Supporting RTI Structures; Vertical Field Trips

FOCUS AREAS & WORK PLANS

Focus Areas • Mission/Vision/Learning Principles • Critical and Creative Thinking (Rigor) • Literacy and Transfer • Secondary CA Data • Differentiation and Technology • Targeted and Intensive Intervention Secondary CA Curriculum Development Work Plans Curriculum Design Training and Development Cycle

Content Literacy & Rigor

Benchmark Assessment Development and

Revision

Differentiation

Quality (Model) Units aligned to M/V/LP

Grammar and Conventions

Interventions

IMMEDIATE PRIORITIES

Curriculum Framework Guiding Statements

Secondary Communication Arts Vision

Learning Principles in Action in Secondary Communication Arts

Curriculum Standards

Enduring Understandings

Essential Questions

Curriculum Map

Longitudinal Rubrics

Common Assessments

Units of Study

Five Year Implementation and Development Plan

SECONDARY COMMUNICATION ARTS FRAMEWORK

REQUEST FOR APPROVAL

The Coordinator of Secondary Communication Arts recommends approving the Parkway Secondary Communication Arts Curriculum Framework and Curriculum Guide, recognizing that support from school administrators, curriculum and department leaders working in collaboration with the coordinator on Content Literacy (including technology and information literacy), Differentiation through Technology, Benchmark Assessments, and Guaranteed District Interventions will be essential in order to realize achievement for all.