curriculum and instruction

Curriculum and Instruction

Dr. Connie LuperNRMPS Board of Education

January 17th, 2013

Transformation means that…• …every child has access to a quality and

comprehensive education.• …we will meet State and National Standards for

student achievement.• …we will reduce student achievement gaps.• …we have created a competitive instructional

model.• …we are providing a progressive curriculum for

our students.• …NRMPS WILL prepare ALL students for THEIR

futures.

Instructional Model• New Curriculum• New Instructional

Model• New Assessments • New Support

Structure• New State

Accountability Model

IT’S POSSIBLE!All students will be college and career ready upon

graduation.

Instructional Model

• Rigor and Relevance – Higher level instructional activities with embedded real world applications

• Increased implementation of speaking, listening, and writing in all content areas

• Paideia trained teachers at all schools• Differentiation and Small Group

Instructional focus at elementary levelDistrict Priority 1.0: The NRMPS will be a high performing, technology rich school district

with leading-edge learning experiences that promote engagement, creativity, critical thinking, and achievement

EC ELA Math Resource Media Guidance Science S. Studies

Specialists & Coaches

Teacher Leaders

Instructional Model

Human ResourceSupport Structure

Instructional ProcessProfessional Learning Communities

• Teachers collaborate within PLC’s– Vertical– Horizontal– Interdisciplinary

• Common objectives and formative assessments are developed within school-level teams (ClassScape)

• Instruction is guided by student performance data

District Priority 1.0: The NRMPS will be a high performing, technology rich school district with leading-edge learning experiences that promote engagement, creativity, critical

thinking, and achievement

Instructional Model ImplementationSuccesses and Challenges

Successes

• Rigor and Relevance – Higher level instructional activities with embedded real world applications

• Increased implementation of speaking, listening, and writing in all content areas

• Paideia trained teachers at all schools

• Differentiation and Small Group Instructional focus at elementary level.

Challenges

• Accumulating needed resources (digital)

• Changing the culture of teaching

• Communicating to administrators, teachers, parents and various stakeholders an image of the 21st Century Classroom

• Moving from traditional teaching to becoming facilitators of learning

District Priority 1.0: The NRMPS will be a high performing, technology rich school district with leading-edge learning experiences that promote engagement, creativity, critical thinking, and achievement

Common Core Implementation

• Common Core Focus on Math and English / Language Arts

• Essential Standards for all other curricular areas

• Common Career Technical Core (CCTC) high quality standards for CTE in each of the 16 career clusters



Common Core ImplementationRationale for Common Standards

•Equity – Student expectations are the same regardless of where they live

•College and Career Readiness – Students need to be more than proficient

•Comparability – State results will be comparable through common assessments

•Sharing of Resources – The ability to share instructional materials across state lines

•Student Mobility – Between systems and statesDistrict Priority 1.0: The NRMPS will be a high performing, technology rich school district with leading-edge learning experiences that promote engagement, creativity, critical thinking, and

achievement

Common Core Implementation“Shifts”

Literacy

• Increased focus on informational text / nonfiction

• Increased focus on evidence-based text

• Complex Texts

Math

• Greater focus on mathematical practices

• Coherence – Link major topics across grade levels

• Rigor – Require conceptual understanding, procedural skills, and application to real world



Common Core ImplementationSuccesses and Challenges

Successes

• Linking instruction to real life / relevant experiences

• Problem-solving through collaborative learning and interactive communication

• From their first day in pre-k until graduation, students are becoming college and career ready

Challenges

• Aligning current resources to our new curriculum

• Exploring a wealth of new resources available in addition to current resources

• Complete buy-in by all stakeholders



Academic Intervention to Support Students

• All Elementary Schools have embedded intervention and enrichment blocks into their master schedules.

• Saturday Literacy Academy

• Summer Learning Program

• Extended Learning Time for Priority Schools

• APEX• 5th Block• Tar River Academy• Exploratory Wheel• Co-Teaching Model for

Students with Disabilities

• CTE Middle Grade – Exploring Career Decisions



Academic InterventionRedesign of District Benchmarks

• Measurement Inc. / ClassScape• All items aligned with system pacing guides,

common core standards, and essential standards

• HS – 2 benchmark assessments per semester• (3-8) – 3 benchmark assessments per year• Constructed Responses grades (5-8)• Teachers continue to use ClassScape to create

formative assessmentsDistrict Priority 1.0: The NRMPS will be a high performing, technology rich school district with leading-edge learning experiences that promote engagement, creativity, critical thinking, and

achievement

Academic InterventionExceptional Children

• 2,258 students are served– Preschool – 149– Elementary – 971– Middle – 583– High – 555

• Largest Growth – PreschoolDecember 2010 December 2011 December 2012

33 71 149

Academic Enrichment• K-8 Build to Express LEGOS• Various Academic Club Opportunities• Robotics Program• Quiz Bowl• A.I.M.• Battle of the Books• Emphasis on the Arts (Strings)• CTE Academies• Career Technical Student Organization competitions• Career and College Promise Nash Community College

course opportunitiesDistrict Priority 1.0: The NRMPS will be a high performing, technology rich school district


Questions & Discussion

Professional Development

District Priority 2.0: Recruit, retain, and develop high quality 21st century professionals in order to provide a rigorous and relevant instructional process for ALL students

Ed Specialists and Coaches have attended Central Carolina Regional Education Service Alliance (RESA) sessions to deepen and expand on Summer Institute content. Representatives have also attended:• Tom Hierk unit and curriculum planning in all areas, including fine arts • New principals use of teacher evaluation rubric • Teacher Effectiveness and MSLs• Fidelity Support• EVAAS Support

Model Schools Update97 Total Attendees• 2011 Leadership Academy• 2012 Model Schools Conference• 2012 Leadership Academy

Principals Assistant Principals

Teachers Central Office

Elementary 16 8 45 Superintendent, Asst. Superintendent C & I, Executive Directors, Ed. Specialists, CTE, EC, PD, Technology, Title I

Middle 3 4 0High 2 2 0

District Priority 2.0: Recruit, retain, and develop high quality 21st century professionals in order to provide a rigorous and relevant

instructional process for ALL students

Model Schools ConferenceFollow-Up Survey December 2012Survey was sent to school-based personnel that

attended one of the following:2011 Leadership Academy – Texas

Model Schools Conference – Florida2012 Leadership Academy – Tennessee


Education Working Group

•Discussion of PD plans for the 2012-2013 academic year

•Worked through a “PD Pipeline” process to determine needs for district professional development

•Group discussion and consensus that the topic for collaborative professional development would be Professional Learning Communities

•Next meeting January 22, 2013 @ Teacher Resource Center for groups to work on the information and activities for their portion of the professional development on professional learning communities.

Six SigmaWhat is it?

• Systematic and analytical method to study and expose ineffective methodologies

• Improving processes in order to reduce waste an increase efficiency

• Proven step-by-step procedure



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STRANDS

Destination Innovation : One Vision, One Voice is seeking future focused, innovative sessions that will push our collective thinking about teaching and learning in the 21st Century. The conference strands below embody our vision and mission to prepare all students for bright and prosperous futures by deliberately and intentionally providing rigorous and relevant instruction in every classroom, every day.

Strand 1: High Quality InstructionStrand 2: High Quality ProfessionalsStrand 3: Safe and Orderly SchoolsStrand 4: Innovative Technology Integration

Keynote Speaker 6.11.13

Raymond J. McNulty is the Chief Learning Officer at Penn Foster, a world leader in distance learning, and a Senior Fellow to the International Center for Leadership in Education, having previously served as President.


Nash-Rocky Mount Public Schools Teacher Assessment

June 2012District Priority 4.0: Use cutting edge technology to enhance instruction and promote

innovation

• Survey completed by 523 teachers

• Majority of teachers taught elementary school grades

• Over 60% of the teachers have taught in Nash-Rocky Mount Schools for less than 15 years

1-4 years

5-9 years

10-15 years

16-23 years

24+ years

05

101520253035404550

19% 17%25% 22%

17%

Years of Teaching Among Nash-Rocky Mount Teachers

Perc

ent o

f Tea

cher

s

Elementary School

Middle School

High School0

102030405060

56%

22% 23%

Grade Level Taught by Nash-Rocky Mount Teachers

Perc

ent o

f Tea

cher

s

Less than 4 hours

4-8 hours

8-12 hours

12-24 hours

More than 24 hours

05

101520253035404550

30%32%

18%13%

8%

Hours of Technology-related PD Completed in AY 2011-2012

During the 2011-2012 AY, the majority of Nash-Rocky Mount teachers received some technology-related PD

Using Internet Tools

Using technology to enhance student learning in

math and/or reading

Using technology to enhaance student learning in

other subject(s)

Integrating digital media into classroom

presenta-tions

Using technology for new

methods of teaching

Using technology tool sto analyze assessm

ent data

Using technology for grading

Using technology to design or im

plment student

assessment

Using technology to m

eed the needs of students w

ith disabilites or limited E

nglish proficiency

Using technology and digital m

edia to tailor tasks to individual student ability

Using technology for classroom

managem

ent

0

20

40

60

80

100

57 5544 43 42 37 37 36

20 18 14

Percent of Teachers Participating in PD in which Specific Tech-nology-related Topic was Covered

District Priority 4.0: Use cutting edge technology to enhance instruction and promote innovation

• Teachers reported that they were primarily skilled at using technology and media in ways that are associated with adaptation and other lower levels of the technology integration continuum. • This means they are skilled at identifying digital resources and media to embed into lesson plans and assignments, using multimedia presentations, using digital resources to develop assessments, and using technology and digital

media to allow students to clarify their conceptual understanding of topics related the state standards-based curriculum. • However, teachers do not feel they have the ability to engage in activities using technology that are known to inspire higher order thinking, mastery of technology and exploration of real world problems or issues among their

students.

Entry Adoption Adaptation Infusion Transformation0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

6%

22%

36%

24%

12%

Distribution of Nash-Rocky Mount Teachers Along the TIMS Technology and Digital Integration Continuum


In the three months prior to the survey, Nash-Rocky Mount teachers used technology in the classroom at least once per week to present subject-related concepts, develop curricula or assignments, adapt instructional activities to individual student needs, to assess student performance, and to collaborate and share lessons with other teachers within the school district.

For students to create web-based or multimedia presentations

For students to conduct research on the web

To post homework assignments

To assess student performance

To develop curricula or assignments

0% 50% 100%

5

7

5

9

14

11

16

22

35

56

13152023

2739

4542

4330

322629

3217

322824

1510

5051463742

18121275

Frequency of Technology Use in Nash Rocky-Mount Classrooms in Last 3 Months of FY2011-

2012

DailyOnce per weekOnce per monthNever


Use of digital media to differentiate instruction

Use of technology and digital media to enhance students' numeracy skills

Creating student-centered classroom and activities using technology and media

Use of technology and digital media to enhance students' literacy skills

Use of technology and digital media for new methods of teaching

0 10 20 30 40 50 60 70

37%

38%

38%

46%

46%

50%

53%

60%

60%

Percent of Teachers Requesting Topic be Covered in PD During the 2012-2013 AY


Professional Development Calendar

Accountability

• EOG and EOC assessments have been redesigned to reflect the Common Core and Essential Standards

• Science EOGs and all EOCs will be administered on-line• Scale scores and proficiency levels will be delayed until

October 2013• NCDPI historically sees a drop in proficiency in the first year of

a new assessment• 2014 – 2015 Smarter Balance Assessments (National

Assessment)• All CTE post-assessments are online• WorkKeys certifications and ACT results added to the new

state accountability modelDistrict Priority 1.0: The NRMPS will be a high performing, technology rich school district


End of Grade 3-8 Math

End of Grade 3-8 ELA

End of Grade 5 & 8 Science

▲

EOG3-8 Math

Δ End of Grade 3-8 Math

Δ End of Grade 3-8 ELA

Δ End of Grade 5 & 8 Science

EVAAS Growth

School-wide

Elementary and Middle School Accountability

StatusIndicators

“this year”

Growth Indicators

“combined individual student’s growth”

ProgressIndicators

“trend of change ( ) over time for subgroups ”

High School Accountability

▲

End of Course

ACT

Graduation Rates

Math Course Rigor

WorkKeys

Graduation Project

Δ End of Course

Δ ACT

Δ Graduation Rates

Δ Math Course Rigor

Δ WorkKeysEVAAS Growth

School-wide

Growth Indicators

“combined individual student’s growth”

ProgressIndicators

“trend of change ( ) over time for subgroups ”

StatusIndicators

“this year”

Δ End of Grade 3-8 Math

EOG3-8 Math

Educator Effectiveness

• Standards 6 and 8 are populated by student growth using a value-added model (EVAAS)

• Value-added analysis is a statistical technique that uses student achievement data over time to measure the learning gains students make

• Value-added models measure the impact schools and teachers have on student learning isolated from other contributing factors such as family characteristics and socioeconomic background

Educator Effectiveness

Teacher EffectivenessMSL / Common Exams

(Measure of Student Learning )

Science English Language Arts

Math Social Studies Occupational Course of Study

Grades 4, 6, 7 Grades 6, 7, 8 Earth/Environmental Science

English I Pre-calculus World History English I, III, and IV

Physics English III Advanced Functions and Modeling

Civic and Economics

Financial Management

Chemistry English IV Common Core Math II (Geometry)

US History Introductory Math

Physical Science Common Core Math III (Algebra II)

Applied Science


Excellent Public Schools Act

• North Carolina Senate Bill 795 requires all public schools to be assigned, annually, a letter grade A,B,C,D or F.

• Currently, the indicators include performance only (EOG for Elementary and Middle and EOC, ACT, WorkKeys, Graduation Rate and FRC Math participation for High) but a growth component will likely be included to more closely relate to the NC Ready Accountability Model.

• Scores will be based on receiving a point for every percent of students that meet the expectation of each indicator and the grades will reflect as follows A: 90-100

B:

80-89

C: 70-79D: 60-69F: <60

School Monitoring VisitsQuestions:

• Describe the format of your PLC’s and how you are using those to guide instruction.

• On a scale of 1 to 5,(1 being the lowest and 5 being the highest), rate your school’s status on Common Core Implementation and preparation for the new assessments. Please describe.

IT’S POSSIBLE

Students will leave NRMPS with the knowledge and skills to be:

• Successful Citizens, Workers, and Leaders

• Critical Thinkers and Creative Problem-Solvers

• Globally Competitive• Career and College Ready

curriculum and instruction

Documents

instructional modelrigor

high performing

critical thinking

student achievement

career readiness students

national standards

career ready

common ass