workshop curriculum district 58 - boarddocs › il › dg58 › board.nsf › files...basic sewing...

District 58 Curriculum WorkshopFebruary 25, 2019

Tonight’s Agenda

Curricular Development

▸ Curriculum Council Update▸ Curriculum Committee Updates

▸ Exploratory and Art emphasis

Assessment for Learning

▸ District 58 winter MAP data▸ Illinois Assessment of Readiness (April 2019)

Professional Learning in District 58

Extended Reception of Visitors

Curriculum Updates

▸ Curriculum Council▸ STEM▸ Math▸ English/Language Arts▸ Social Studies▸ Middle School Health▸ Biliteracy▸ Social-Emotional Learning▸ Elementary Art▸ Middle School Exploratory

Curriculum Council

▸ Comprised of parents, teachers and administrators

▸ Work is guided by the Strategic Plan Goal #1 - Focus on Learning

▸ Developed initial recommendation around sequence of new curricular resource consideration (pending committee work)▹ Science, Fall 2019▹ Math, Fall 2020▹ Social Studies, Fall 2021

▸ Emphasized timeline is only manageable with additional support for professional learning - time and personnel

Math Committee

▸ Researching and evaluating potential core resources for pilot in Fall of 2019▹ Strengthening committee background on

standards- and research-based best practices in mathematics instruction

▹ Developing a district guidance document on best practices in mathematics instruction

▹ Researching resources; vendors invited March 6th

English-Language Arts Committee

▸ Supporting Year 2 of implementation of Benchmark and StudySync

▸ Analysis of teacher feedback and development of specific areas of support

▸ Working to ensure fidelity of implementation

▸ Focus on writing, grammar and vocabulary instruction and consistent district-wide experiences for students

▸ Continued professional learning in ELA even as we implement other new curricula

Social Studies Committee

▸ Building committee background on the new Illinois Learning Standards and the C3 Instructional Framework

▸ Crosswalk of Three-Dimensional Learning (NGSS) and C3 (Social Studies)

▸ Exploration and more thorough understanding of inquiry-based instruction and questioning

▸ Gap analysis of current instruction as it relates to the current standards

▸ Future resource exploration

Middle School Health Committee

▸ Reviewing the implementation of Year 1 of the Health curriculum▹ Reflecting on teacher and student

experiences▹ Revising lessons as appropriate

▸ Developing Year 2 of the Health curriculum

Bi-Literacy Committee

▸ Continuing to build committee background on best practice in dual language instruction

▸ Review of current program offerings and students who are not currently served by the program but would be eligible

▸ Review and refinement of current screening and eligibility processes

▸ Initial exploration of the possibilities of a two-way dual language program

Social-Emotional Learning Audit Committee

▸ Review and refinement of the scope and sequence of direct SEL instruction in grades K-8

▸ Exploration of Tier I assessments that will provide information on current levels of performance on Social-Emotional Learning Competencies▹ Investigating assessment tools that align with

Second Step▹ Committee will gather further information on

potential trial uses of these assessments, considering overall impact for teachers in the coming years

Elementary Art Curriculum

▸ Continued work to align instruction to the new Illinois Arts Learning Standards

▸ Plans to move to weekly art lessons for students in grades K-6 for 2019-20

▹ 30 minute lessons (currently 40)▹ Increase of over 360 instructional minutes (6+

hours) for grades 3-6 and kindergarten▹ Grades 1-2 continue weekly, move to 30 mins.

▹ Aligns building schedule, making weekly art possible for K-6

▸ Art teachers re-conceptualizing instruction around shorter class periods and alignment to essential questions - art instruction is about process, not product.

Middle School Exploratory

▸ Two-year process to review and develop courses▹ Surveys of middle school students, staff▹ Partnerships with District 99▹ Initial committee expanded to include multiple

teachers of specific courses

▸ Courses are written for specific lengths to increase student opportunities in a given year; not aligned to trimesters

Middle School Exploratory - 7th Grade

▸ Connections▹ 15-day introduction to middle school▹ Study skills, time management, digital etiquette, stress management▹ Presentations by district staff▹ Additional concepts revisited in future exploratory courses

▹ “Reconnecting”▹ Goal setting, organization, communication

▸ Art▹ Charcoal- Value Sphere and Eye Drawings▹ Clay construction: Utilitarian and Aesthetic Slab Mug▹ Watercolor: Primary Color Trompe L’Oeil Painting▹ Oil Pastel: Impressionist Portrait▹ Connections Reconnect


▸ Music▹ Solidify and unify the music curriculum at the middle school level▹ Establish alignment between elementary, middle, and high schools▹ Provide students with various hands on music experiences through

instruments (ukulele & drums) and technology (Soundtrap, Garageband, digital music, etc.)

▹ Connections Reconnect

▸ Family & Consumer Science▹ 10 ½ week course, aligned across the district▹ Covers Interior Design - culminating project - 3D Room Design▹ Basic sewing skills using a sewing machine and hand-sewing ▹ Culinary Arts w/ Nutrition & Wellness through Cooking labs ▹ Connections Reconnect


▸ Art▹ Photography - Essential Question: How do images in media influence our

view of the world?▹ Animation - Digital experiences of creating an animation as well as

hand-drawn (i.e. flip-book)▹ Acrylic - exploration of art painting styles; students will paint a landscape

and create an artist statement along with their work ▹ Clay/Ceramics - Creating wearable and shareable pieces of art▹ Gelli Print Making - Mono Print, Stencil, Layering

▸ Foreign Language Exploratory (FLEX)▹ Exploration and appreciation of three languages

▹ Spanish, French, German▹ Instruction in four Domains - listening, speaking, reading, writing▹ Sample topic areas include greetings, numbers, days of week, alphabet and

cultural elements


▸ Family & Consumer Science▹ 9 Week Course ▹ Child Development with Kindergarten observation▹ Consumer Education: Banking, Credit Cards, Unit Pricing,

▹ Ties into culminating student run cafe project ▹ Sewing - Garment Repair ▹ Culinary Arts: Food safety and preparation

▹ Culminating Project: Student-run cafe

▸ STEAM Studio▹ STEAM Focus▹ Engineering Design Process▹ Student Choice with a variety of hands-on and technology-focused

activities ▹ FUSE- designed by a team of researchers and educators at

Northwestern University

Next Steps in Exploratory▸ Committee members continue to author

course curriculum for implementation in Fall 2019

▸ Current 7th graders:▹ Families will receive email notification of new

exploratory offerings in 8th grade as well as full-year foreign language information

▹ Full-year Spanish, French or exploratory courses available to all students; typical profile of successful full-year foreign language student shared with families

▹ Each family will make the choice for their child(ren)▹ Families will make their selections by mid-March

How do we use MAP Data?

District, Building and Classroom level

▸ Achievement▹ Moment-in-time snapshot▹ Benchmark - review for tiers,

consider interventions▸ Growth

▹ Gains by grade level, class, school▹ Student Goal-Setting

Terms and Definitions

RIT ScoreWhen a student completes a MAP test, they receive a RIT score. This score represents a student’s achievement level at any given moment and helps measure their academic growth over time. The RIT scale is a stable scale, like feet and inches, that accurately measures student performance, regardless of age, grades, or grade level. Like marking height on a growth chart, and being able to see how a child is at various points in time, you can also see how much they have grown between tests.


Mean RIT Percentile - the average percentile of the RIT scores for that group of students, based on student norms

Median RIT Percentile - the “middle” percentile of RIT scores for that group of students, based on student norms. Statistically half of our students fall at or above the median percentile while half fall at or below the median percentile.


Achievement Percentile - A percentage based ranking of the achievement for the given term as compared to the school-level NWEA norms from the same grade and with the same weeks of instruction between testing.

This number is the percentile ranking of our school(s) against the other 68,000+ schools in the norming study. It is based upon the mean percentile and reflects overall school achievement.


MAP Growth - typical score expected for matching peers within the NWEA norms study—those in the same grade who have the same RIT score in the first term, and the same Weeks of Instruction before testing. This is expressed individually or as a percentage of those meeting/exceeding the growth score.


OPP - Ratio of total Observed Growth to total Projected Growth. A performance of 100% is average, meaning the student growth equaled the projections. This measure can provide a good indicator of group performance but should be interpreted with caution as a number of outliers can influence the overall group score.


School Conditional Growth Index - ranks grade-level growth among growth observed across all matching schools within the NWEA norms study.

Winter MAP Benchmarking change in 2018-19

Benchmarking window was December 3 through December 21 for the 2018-19 school year

Prior winter benchmarking periods have been in January

A Moment in Time -Winter 2019 District MAP Reading Data

Historical Trends - District Reading MAP Achievement

Historical Trends - District Reading MAP Growth

A Moment in Time -Winter 2019 District MAP Math Data

Historical Trends - District Math MAP Achievement

Historical Trends - District Math MAP Growth

Illinois Assessment of Readiness (IAR)

▸ The IAR replaces PARCC as the statewide mandated assessment for students in Grades 3-8

▸ Administered by Pearson for this year: a a result of ISBE bid/procurement protest

▸ Utilizes PARCC questions (for the next few years) and PARCC testing platform (for this year)

▸ Slightly shorter overall▸ Field Testing at Belle Aire, El Sierra,

Hillcrest, Lester and Henry Puffer

Illinois Assessment of Readiness (IAR)

▸ Parent Communication Letter and video - week of March 5, 2019

▸ Student exposure to and experience with testing platform during March

▸ Overall approach of encouragement, positivity and best efforts

▸ IAR assessment window April 1-19▸ District 58 IAR Resources Website - still

a work progress

https://sites.google.com/dg58.org/d58iar/home?authuser=0

Professional Learning Plan for 2019-20

As discussed on February 11:

▸ The need for professional learning time has been clearly articulated by teachers and committees/councils▹ Curricular implementation▹ Improving Professional Practice▹ Highest quality student experiences

▸ After studying a variety of models to provide that time, a weekly 2:00 student dismissal on Mondays was proposed for the 2019-20 school year, providing 90 minutes weekly for professional learning for all K-8 certified staff. (A model for Preschool teachers is being developed)

Professional Learning Plan for 2019-20

Since February 11:

▸ Discussions and question/answer sessions with specialist groups of teachers and middle school faculty (K-6 classroom sessions were prior to February 11)

▸ Discussion at Curriculum Council▸ Conversation with DGEEA, ASC and 2 Board

Members (Feb 21st)▸ Administration has gathered and prepared

additional information in response to questions from the Board on February 11th

Additional Exemplars from 14 districts

Supports for Success▸ Communicate change along with

possible solutions and transition supports

▸ Consistency in day and time is helpful

▸ Connect with childcare providers and park district

▸ Clear communication about the rationale, productive use of time, the work being accomplished, and its value

▸ Effective communication and reminders of days through school-based newsletters are key

▸ Incorporating feedback loops between district, school and teacher teams is critical to successful coordination and accountability

Learning from Challenges▸ Rotating the day and/or

inconsistencies in days can cause confusion and requires additional communication and support

▸ Special childcare was offered first two years, but low utilization led to discontinuing

▸ Impact on shared bussing must be considered

▸ Communication with and buy-in from all teachers is critical

All districts said the time is incredibly valuable as it provides critical time for collaboration, professional learning,

curriculum work and grade level planning.

Childcare Options on Mondays

▸ District administration has contacted all of the local providers we are currently aware of; all of these have stated that they can accommodate a 2:00 pm Monday release for 2019-20 ▹ Champions▹ Kindercare (multiple locations)▹ TBK▹ Guiding Hands▹ Tutor Time▹ YMCA▹ Park District Link Program▹ Westmont Yard

Impact on Specials - Art, Music, PE, Library scheduling for K-6 students

▸ Students in grades K-6 will receive the same amount of instructional time in Music, PE and Library as in the current year; they will receive additional art as discussed earlier tonight.

▸ The consistency of the weekly early release allows for this to be possible; this creates equity in the specials schedule

▸ Additionally, in this model the teachers of these classes will be able to receive targeted professional learning

Impact on substitute usage and cost

▸ Reduction of one K-6 grade-level half-day for teachers (3 hours of instruction, $10,000)

▸ Reduction of Middle School Exploratory Committee Meetings (3-4 meetings, $3,000)

▸ Potential additional reductions:▹ Student data/progress monitoring meetings▹ Committee work, particularly at the middle

school level▹ Additional teacher meetings (potentially

freeing time before and after school for additional student support)

Impact on Instructional Time

▸ Early release does have an impact on instructional time, even with the removal of half-days of attendance and teacher work day.

▸ With the addition of 10 minutes to the instructional day in grades K-6, we realize a net gain in instructional time

▸ Middle School scheduling is more complex…▹ Consideration of adding 5 minutes to

maintain the consistency of schedule▹ Working with a team of teachers and

administrators to consider overall impact on instructional time at middle school

Sample schedule - first 11 weeks

August 26 & Sept 9 Building Directed

▸ Discussion of shared student data (assessment & observational)

▸ Instructional planning across grade levels (K-6) and departments (7-8)

▸ Differentiation strategies and approaches▸ Student Support Meetings▸ Parent partnerships & communications - SeeSaw and

other methods▸ Outcome impact: Data review and implementation of

direct, individualized instruction and support strategies by the 3rd week of the school year

September 16 & 23District-Directed (Science)

▸ NGSS focus for K-6 & Middle School Science▹ Early implementation check-in▹ Teachers work as grade level teams (K-2 in one

building, 3-5 in another)▹ Gr 6 with Herrick/O’Neill respectively▹ Focus on 3-dimensional learning in Unit 1▹ Time to explore, troubleshoot, support online

platform and delivery of materials▸ Outcome impact: Supports the quality, immediacy

and fidelity of Science implementation

September 16 & 23District-Directed (Middle School)▸ Departmental Focus

▹ ELA - alignment of instruction with committee blueprints

▹ Math - Discuss pilot resource experience▹ Social Studies - exploration of C3

framework and points of implementation▹ Exploratory - review/refinement of newly

designed courses▹ PE - focus on Health curriculum ▹ Special Services - review of intervention

systems▸ Outcome Impact: Districtwide alignment

September 16 & 23District-Directed (Specialists)

▸ Opportunities for targeted professional learning for art teachers, music teachers, PE teachers, reading specialists, teacher librarians, EL teachers, resource teachers, psychologists, social workers, nurses, speech pathologists…

▸ Scheduling between Sept 16/23 may vary slightly to ensure equity for these groups

▸ Outcome impact: Targeted professional growth opportunities, supported curricular development

September 16 & 23Teacher-Directed ▸ Teachers submit proposed plans and outcomes for the

day▹ Collaboration/Discussion on core instruction▹ Cross-grade level curricular articulation▹ Parent partnerships and communications with

SeeSaw and other methods▹ Collaboration with specialists to develop

student-specific plans and strategy▹ Development of interdisciplinary units of study

▸ Outcome Impact: Teacher choice in focus area provides differentiated learning targeted to specific needs of students

September 30Building-Directed▸ Formative parent-teacher conference preparation

(promoting building-wide consistency of approach)▸ School Improvement Plan

▹ Review of plan and school goals in depth▹ Focus on specific building initiatives outlined in

School Improvement Plan▹ Considering specific classroom activities to support

the School Improvement Plan▸ Student Data Meetings▸ Outcome Impact: Greater cohesion around building

goals and objectives

Overall Outcome Impact - Continuous Improvement of the Student Learning Experience“Effective Professional Learning is…

● Ongoing● Collective● Job-Embedded● Results-oriented● Most effective in schools and districts that function as professional

learning communities”(Richard DuFour, 2014)

“We need to create time and space for teachers to reflect on their practice in a structured way, and to learn from mistakes.” - Bransford, Brown & Cocking, 1999

“Lest we forget, as we spend untold hours working with adults, that it is the students who are the primary benefactors of our labor: this work is about kids.” - Daniel Venables, 2009

Initial Communication Plans

▸ Series of brief communication pieces to all district families beginning in March

▸ FAQ section developed on website▸ Information included in registration

materials▸ Building (principal) letters▸ Informational pieces to local childcare

agencies▸ Parent survey around ways the District

can support this transition (late March)

Continuous Feedback

▸ Exit slips after each Monday completed by all staff

▸ Families surveyed in fall and spring to learn of unanticipated challenges or opportunities for community support

▸ Regular reports to the Board of Education (Curriculum Workshops?)

▸ Continue feedback plan for at least 2 years

Questions?

workshop curriculum district 58 - boarddocs › il › dg58 › board.nsf › files...basic sewing...

Documents