curriculum audit action plan - leadership...

Curriculum Audit Action Plan

EDL 7305

Benjamin Lam

Benjamin Lam EDL 7200 2

Curriculum Audit Action Plan

Overview:

Isle of Hope K - 8 School is located in Savannah, GA as a part of the Savannah-Chatham County Public School System. It is a Title I school that serves students in grades Pre-K through 8th grade. A large portion of the student population is from economically disadvantaged families with 74% of the students on free/reduced lunch (Newman, 2014, p. 9). Isle of Hope K - 8 School serves a diverse racial/ethnic population (see graph 1.1 for racial/ethnic data).

Graph 1.1

The administration and faculty at Isle of Hope K - 8 School employ instructional strategies that are research-based and data-driven. Each grade level team is provided with common planning time or Professional Learning Community (PLC) every day. This PLC time is used for collaboration and professional development. Teachers are expected to meet a minimum of once per week to collect and analyze data, review student work, and plan for common assessments. A representative from the administrative team attends these weekly PLCs from time to time. Additionally, the Leadership Team and Data Team meet monthly to review data and student work for the entire school.

All subjects use a backward design process for developing the curriculum and lesson plans. Goals for student learning are set by the standards in each subject; Common Core (CCGPS) for core content areas (Math, ELA, Science, Social Studies) and Georgia Performance Standards (GPS) for other content areas (Music, Art, Spanish, etc). The curriculum for each subject is handed down from the program managers at the district level. Teachers design lesson plans to meet each component of the units from the district school office. The school-based

72%

22%

3% 1% 2%

Percentage of Total Student Enrollment Disag-gregated by Race/Ethnicity

African AmericanWhiteHispanicAsianMultiracial


administration ensures that, by providing resources, professional development, and monitoring student progress, the curriculum is implemented effectively.

While Isle of Hope K – 8 School is a Title I school, the school continues to perform highly and make gains on state assessments as evidenced by Table 1.2, 1.3, & 1.4 as well as Graph 1.5. We continue to be focused on Writing, Reading/ELA, and Mathematics across all grade levels.

Table 1.2ELA CRCT Meets/Exceeds Proficiency Rate

2011 2012 2013African American 87% 91% 94%White 97% 98% 97%SWD 79% 82% 84%Economically-Disadvantaged 88% 95% 95%All Students 90% 93% 96%

Table 1.3Math CRCT Meets/Exceeds Proficiency Rate

2011 2012 2013African American 70% 80% 77%White 91% 90% 91%SWD 54% 66% 62%Economically-Disadvantaged 72% 82% 78%All Students 77% 83% 82%

Table 1.45th Grade Writing Assessment, Past 3 Years 8th Grade Writing Assessment, Past 3 Years

2011 2012 2013 2011 2012 2013Did Not Meet 25% 13% 6% Did Not Meet N/A 24% 29%Meets 70% 76% 85% Meets N/A 76% 69%Exceeds 50% 11% 9% Exceeds N/A 0% 2%Meets/Exceeds 75% 87% 94% Meets/Exceeds N/A 76% 71%

Graph 1.5


2011 2012 20130%

20%

40%

60%

80%

100%75%

87%94%

76%

71%

Percentage of students in grades 5 and 8 meet-ing/exceeding Writing Assessment over the

past 3 years

5th Grade8th Grade

Year

Per

cen

tage

of s

tud

ents

Analysis of Gaps in Curriculum Audit

Based on the Initial Curriculum Audit, the curriculum and assessment plan is fairly sold and well implemented, however a few gaps still exist. These gaps in the curriculum and assessment plan must be addressed in order for the school to make gains in student performance.

One of the most concerning gaps involves the implementation of the new Common Core Georgia Performance Standards to guide the curriculum in ELA, Mathematics, Social Studies, and Science. These standards provide more rigorous performance tasks for students, but the gap occurs in the transition from the former Georgia Performance Standards to the new, more rigorous CCGPS. Teachers have to not only teach the new CCGPS standards, but also make up the difference between what students should know according to CCGPS at the end of the previous grade level versus what they know from the former GPS standards.

The second gap that is very evident from the curriculum audit is the need to more carefully align the curriculum and instruction on a vertical level. Isle of Hope K - 8 School is comprised of ten grade levels from PreK – 8th grade. Each teacher participates in their grade level PLCs weekly. This time allows teachers to collaborate in order to align the curriculum and instruction horizontally with each grade level. However, this practice is not implemented effectively at the school-wide level. All too often the data team is a meeting for grade level representatives to report on their progress, and lacks true discussion to ensure the curriculum in aligned in such a way to prepare students to progress through all ten grade levels at Isle of Hope K - 8 School. Particularly, writing across the curriculum is a huge concern at Isle of Hope K - 8 School. The scores for the 5th grade Writing Assessment are very good, while the 8th grade Writing Assessment scores lag behind 5th grade as shown in Graph 1.5. This could be one area the data team could focus to improve writing across all grade levels. A focus on writing in each grade level and school-wide would help reinforce those writing skills from 5th – 8th grade; improving writing scores for all grade levels.


Finally, the other gap that evident at Isle of Hope K - 8 School is the achievement gap that exists on the CRCT between different subgroups. In 2013, the White subgroup scored proficient on the CRCT Mathematics Assessment 14 percentage points above the African American subgroup and 29 percentage points above the Students With Disabilities (SWD) subgroup. While scores on the Reading/ELA CRCT Assessment are much better than the Mathematics Assessment across all subgroups, small achievement gaps still remain between various subgroups.

Goals and Strategies:

After carefully data analysis and observation of the curriculum, instruction, and assessments at Isle of Hope K - 8 School, there are two key areas that the faculty and staff need to address: aligning the curriculum vertically and ensuring that all students are meeting Common Core Standards during this transition period. By setting some clear measurable objectives and implementing a few strategies the faculty and staff will be able to address these two areas of concern and greatly improve student learning.

The first goal is for the curriculum at Isle of Hope K – 8 School will vertically from grade level to grade level, especially in the areas of Mathematics and Writing. We can tackle this goal by with two well-defined measureable objectives. The first measureable objective is by the end of the 2014-15 School Year, the 8th grade Writing Assessment scores will increase by 9% from 71% meets/exceeds to 80% meets/exceeds. To reach this goal, the faculty at Isle of Hope K - 8 School will implement three strategies: Writing Across the Curriculum, Writing Literacy Block, and Professional Development in the area of writing. The 8th grade writing test scores will measure the effectiveness of these strategies, and the strategies will be implemented over the entirety of the 2014-15 school year. All teachers will be responsible for implementing the Writing Across the Curriculum, including the resource teachers such as Art, Music, and PE. Meanwhile, in order to bridge the achievement gap between the 5th grade writing assessment scores and 8th grade scores, the middle grades ELA teachers will be responsible for implementing the Writing Literacy Block. The school administration is charged with monitoring the implementation of these strategies, getting the necessary resources, and scheduling the necessary professional development for all teachers. The schedule needs to be designed carefully to allow for the literacy block, and money and time needs to be allocated for the teachers to attend professional development sessions.

The second measureable objective for this goal is by the end of the 2014-15 School Year, the achievement gap between the white and students with disabilities subgroups will close by 8% points on the CRCT Mathematics Assessment (SWD from 62% to 70% proficient). Isle of Hope K - 8 School will first build upon our successful Flex Block for reading and incorporate math into it in order to yield the same successes. Monitoring lesson plans and examining data from the MAP benchmark assessment in Mathematics will be used to assess the achievement of the strategy. The Flex, gifted, and SPED teachers, will implement the entire strategy throughout


the year. Students will take the MAP assessment in September, January, and May. Administrators will need to provide an adequate schedule for the Flex block and provide supplemental materials for math remediation. The effectiveness of the strategy will be based on the Mathematics CRCT scores and MAP scores. Isle of Hope K - 8 School will also use Compass Learning in order to give students extra practice in mathematics. Students will work on Compass Learning in the computer lab, but parent meetings will also be held to inform and assist parents in getting their students to complete Compass Learning at home as well. A subscription for Compass Learning will need to be part of the school budget each year. Again, the CRCT and MAP scores will measure the effectiveness of the strategy. Just as before, school administrators will be responsible for providing teachers with professional development and ensuring that they are assisted in the classroom with implementation.

The second goal for Isle of Hope K - 8 School is by using Common Core Standards, students will be prepared for the curriculum at the next grade level by the end of their current grade level. Additionally, students will catch up to the more rigorous CCGPS from the previous GPS standards. To achieve this goal, the faculty will focus on two measureable objectives. The first objective is by the end of the 2014-15 School Year, the achievement gap between the White and African American subgroups will close by 5% points on the CRCT Mathematics Assessment (AA from 77% to 82% proficient). Fortunately, the faculty can use the same strategies for Goal #1, measureable objective #2: Math Flex Block, Compass Learning, and Professional Development. This is designed on purpose. The idea is that several gaps in the curriculum and instruction at Isle of Hope K - 8 School can be addressed with a few strategies in order to allow the teachers to focus their attention to implementing these strategies to their fullest potential. Too many strategies and everyone can become overwhelmed quickly thus lowering staff morale and not making improvements in student learning.

The second measureable objective for goal two is By the end of the 2014 – 2015 school year, proficiency rates on the Reading/ELA portion of the CRCT will remain steady from the 2013 CRCT scores (Overall 96% proficiency rate). This is because the 2014 CRCT will use the more rigorous CCGPS standards, and scores statewide are expected to drop from the previous year. One strategy will again be to use the Flex Block, but this time with a Reading focus. The individuals responsible will remain the same and the timeline for implementation will remain the same. The Scholastic Reading Inventory (SRI) assessment will be used to monitor student progress and be used to measure effectiveness of the strategy along with the Reading/ELA CRCT scores. Administrators will again need to ensure a proper schedule is in place to support this strategy and purchase reading remediation resources such as SRA kits. Afterschool tutorial will also be available for students identified as needing additional support in reading. It will be taught by highly qualified teachers in the area of reading twice a week for 2 hours each day throughout the year. Money will need to be allocated in the school budget to pay a tutorial supplement for teachers that do tutorial afterschool. The Reading/ELA CRCT scores will be used to measure its effectiveness at the end of the year. The SRI will be used as a benchmark assessment throughout the year to monitor student


progress and implementation of this strategy. The SRI will also be used when analyzing the effectiveness of the strategy overall at the end of the year. Finally, all teachers will be required to obtain their Gifted Endorsement and Reading Endorsement. Teachers will need to have their gifted endorsement by the end of the 2014-15 school year and their reading endorsement by the end of the 2015-16 school year. This includes all certified personnel including Art, Music, PE, SPED, etc. Completion of these courses will provide evidence of successful implementation while Reading/ELA CRCT scores and SRI results will be sued to measure its effectiveness. The Gifted Endorsement is a free 3-hour course every Monday during the year, and Isle of Hope K - 8 School will be used as a site for it to assist teachers in planning for it. Tutorial will also not be schedule on this day. The reading endorsement requires completion of 3 college courses and is provided by the First District RESA or area universities. The school will provide tuition assistance for all teachers needing to complete these courses.

These goals, objectives, and strategies are designed to assist Isle of Hope K - 8 School teachers with closing the achievement gaps that presently exist and create a more streamline curriculum with rigorous instruction and effective use of assessments. It will require a great deal of hard work and dedication from parents, teachers, administrators, and students. However, this was taken into account by using several strategies to address several of the objectives in an effort to not overwhelm teachers. With successful implementation of these strategies, it is expected that there will noticeable growth in these areas.

Goals & Objectives:

Goal 1: The curriculum at Isle of Hope K – 8 School will vertically from grade level to grade level, especially in the areas of Mathematics and Writing.

Measureable Objective #1: By the end of the 2014-15 School Year, the 8th grade Writing Assessment scores will increase by 9% from 71% meets/exceeds to 80% meets/exceeds.

Strategies to achieve objectives:

Method of assessing achievement of

objectives:

Individuals involved in carrying out plan:

Timeline: Resources Needed: Method and timeline for evaluating success

of the plan:Writing Across the Curriculum

Monitoring of lessons plans that show use of writing in all classes.

Designated practice writing assessments for all grade levels

All teachers responsible for implementing writing in their curriculum

Administrators monitor practice assessments and lesson plans

Implemented and monitored throughout the entire 2014 – 15 school year.

Writing prompts and procedures for practice assessments.

Professional Development on how to use writing in all subject areas.

8th grade Writing Assessment scores.

Writing Literacy Block Monitoring of literacy block lesson plans

Middle School ELA teachers

Implemented and monitored throughout the entire 2014 – 15 school year.

Professional Development and coaching from the Writing/ELA coaches

Schedule that allows for literacy block

8th grade Writing Assessment scores.

Professional Development for teaching writing

Sign-in sheets that all teachers have attended professional development sessions

Administrators must schedule professional development with district officials and outside support

Professional Development session should be scheduled periodically throughout the year (3 – 4 session) with follow-up sessions in

Money allocated in budget to pay for professional development

Leave time provided or staff members to

Lesson plans will detail more rigorous writing standards and fundamentals as the year progresses.

8th grade Writing


the classroom by the instructor between session

attend training sessions

Schedule created for professional development for all teachers

Assessment scores.

Goal 1: The curriculum at Isle of Hope K – 8 School will vertically from grade level to grade level, especially in the areas of Mathematics and Writing.

Measurable Objective #2: By the end of the 2014-15 School Year, the achievement gap between the white and students with disabilities subgroups will close by 8% points on the CRCT Mathematics Assessment (SWD from 62% to 70% proficient).



objectives:



of the plan:Flex Block Monitoring of lesson

plans during the flex block for math remediation

Ongoing benchmark assessment scores form the MAP test

Flex Block teachers, gifted teachers, SPED teachers

Ongoing throughout the 2014 – 2015 school year. MAP assessment given in September, January, and May.

Schedule for Flex block

Supplemental materials for math remediation

CRCT Mathematics Assessment scores for SWD compared to White subgroup

MAP assessment scores

Compass Learning Student completion of Compass Learning modules

Data Analysis Reports from Compass Learning on student completion and correct responses.

Computer Lab Teacher, Grade level teachers, Parents (to ensure students are working at home and at school)

Ongoing throughout the 2014-2015 school year. Students will work on Compass Learning during their regularly scheduled compute lab time

Purchase a subscription for Compass Learning

Schedule to allow computer lab time and time in class for Compass Learning

Flyers, meetings, etc. to




explain Compass Learning to Parents.

Professional Development for new Common Core Standards

Teacher evaluations from PD sessions

Administrative observations looking for more rigorous implementation of CCGPS

Administrators, District Officials, RESA officials to offer PD sessions.

Teachers attend PD sessions on CCGPS

Professional Development session should be scheduled periodically throughout the year (3 – 4 session) with follow-up sessions in the classroom by the instructor between session


Leave time provided or staff members to attend training sessions


Lesson plans will detail more rigorous mathematics standards and remediation from GPS to CCGPS as the year progresses.

. CRCT Mathematics Assessment scores for SWD compared to White subgroup



Goal 2: Using Common Core Standards, students will be prepared for the curriculum at the next grade level by the end of their current grade level. Additionally, students will catch up to the more rigorous CCGPS from the previous GPS standards.

Measureable Objective #1: By the end of the 2014-15 School Year, the achievement gap between the White and African American subgroups will close by 5% points on the CRCT Mathematics Assessment (AA from 77% to 82% proficient).



objectives:





Ongoing benchmark assessment scores form the MAP test

Flex Block teachers, gifted teachers, SPED teachers, grade level teachers

Ongoing throughout the 2014 – 2015 school year. MAP assessment given in September, January, and May.


Supplemental materials for math remediation



Compass Learning Student completion of Compass Learning modules

Data Analysis Reports from Compass Learning on student completion and correct responses.

Computer Lab Teacher, Grade level teachers, Parents (to ensure students are working at home and at school)

Ongoing throughout the 2014-2015 school year. Students will work on Compass Learning during their regularly scheduled compute lab time

Purchase a subscription for Compass Learning

Schedule to allow computer lab time and time in class for Compass Learning

Flyers, meetings, etc. to explain Compass Learning to Parents.

CRCT Mathematics Assessment scores for AA compared to White subgroup


Professional Development for new Common Core Standards

Teacher evaluations from PD sessions

Administrative observations looking for more rigorous

Administrators, District Officials, RESA officials to offer PD sessions.

Teachers attend PD sessions on CCGPS

Professional Development session should be scheduled periodically throughout the year (3 – 4 session) with


Leave time provided or

Lesson plans will detail more rigorous mathematics standards and remediation from GPS to CCGPS as the year progresses.


implementation of CCGPS

follow-up sessions in the classroom by the instructor between session

staff members to attend training sessions


. CRCT Mathematics Assessment scores for SWD compared to White subgroup


Goal 2: Using Common Core Standards, students will be prepared for the curriculum at the next grade level by the end of their current grade level. Additionally, students will catch up to the more rigorous CCGPS from the previous GPS standards.

Measurable Objective #2: The 2014 CRCT will use the more rigorous CCGPS standards, and scores statewide are expected to drop from the previous year. By the end of the 2014 – 2015 school year, proficiency rates on the Reading/ELA portion of the CRCT will remain steady from the 2013 CRCT scores (Overall 96% proficiency rate).



objectives:





Ongoing benchmark assessment scores on the SRI test.

Flex Block teachers, gifted teachers, SPED teachers, grade level teachers.

Ongoing throughout the 2014 – 2015 school year. SRI assessment given in September, January, and May.


Supplemental materials for Reading/ELA support including SRA kits

CRCT Reading/ELA scores for all students and different subgroups

SRI assessment scores

Afterschool Tutorial Consistent benchmark assessments to track student progress and identify students needing additional support or remediation

Teachers highly-qualified in reading and ELA to teach tutorial

Occurs twice a week afterschool for 1 hour each day throughout the 2014-15 school year

Students identified as

Funds available to pay teachers for tutorial time.

Consistent benchmark assessments to track student progress and




Ongoing benchmark assessment scores on the SRI test.

needing extra support to catch up to grade level CCGPS standards will attend tutorial

identify students needing additional support or remediation

Reading and Gifted Endorsements

100% completion rate by the end of the 2014-2015 school year for Gifted Endorsement AND 2015-2016 school year for Reading Endorsement

All certified personnel including resource teachers (Art, Music, PE, etc).

Gifted Endorsement is provided on Mondays each week of the school year.

Reading Endorsement is offered as a series of courses by several colleges in the area

Tuition Assistance for Reading Endorsement programs

Use Isle of Hope as a site for Gifted Endorsement so teachers do not have to travel.

Be sure afterschool activities are scheduled so that teachers have time for these endorsement programs



Research Support and Conclusion:

In today’s educational climate, school administrators must be incredibly vigilant when it comes to leading the curriculum, instruction, and assessment in the school. There is so much pressure on school administrator’s that they cannot possible monitor the day-to-day instruction in the school, but rather can monitor this by setting goals and examining outcomes of student performance; in essence they are more concerned with the learning that is taking place, and not so much concerned with the process of how the students got to the outcome (DuFour, 2002, p. 13). Just as teachers should be using a backward design approach to planning instructional units and daily lesson plans, school leaders start with the point at which they want students to succeed and develop a plan to reach this point (Wiggins& McTighe, 2005, p. 21).

Based on the curriculum audit of Isle of Hope K - 8 School, it is very apparent that a great deal of emphasis is placed on designing a curriculum that is consistent across each grade level. The next phase in school improvement must focus on developing this same level of intense planning and applying it vertically from grade level to grade level. The school needs to stop using grades and assessments as a measure for school success, but instead focusing on using these as tools to understand student learning (Wormeli, 2012). This process was started slightly at the beginning of the 2012-13 school year, as the district pushed to have reading grades match the proficiency level of students on the SRI assessment for reading comprehension. However, this needs to be applied across all subjects. It is very evident by the Writing Assessment scores from 5th grade to 8th grade that there is a gap in learning. Our students are passing 6th, 7th, and 8th grades, but are only performing at 71% proficiency rate in writing by 8th grade. The school would be better served by focusing on improving these skills from PreK – 8th grade and ensuring that the grade each student receives in ELA is indicative of their writing capability (Wormeli, 2012). Too many students today drop out of school by the age of 18 (Berkins & Kristonis, 2007). While Berkins and Kristonis (2007) suggest placing more vocational programs in schools, the skills in math and reading/writing need to be developed for these students to succeed. However, reaching today’s learner is different than the past decades, and a more cross-curricular approach is needed to inundate students with the knowledge and skills they need to be successful (Berkins & Kristonis, 2007). This is why professional development for all teachers including resource teachers is extremely important as well as getting them gifted and reading endorsed. Teachers can no longer be isolationists. It is a team approach to improving the curriculum and instruction of the school.

Change is inevitable in the field of education. We are constantly evolving and altering our strategies and processes to meet the learning needs of our students. Administrators are the ones charged with leading every change that comes along. This action plan addresses some of the ten assessment competencies administrators must possess in order to lead effective change (Chappuis, Stiggins, Arter, & Chappuis, 2005, p. 99). Too many instructional strategies can overwhelm the entire school including teachers and students. Instead, we can use a few key strategies to focus on and target a number of goals and objectives. Clear leadership to provide


the necessary resources, develop sound assessment-policies, use assessment data in a meaningful way, and constantly evaluate the effectiveness of the instruction and assessments in place will yield the results we desire (Chappuis, Stiggins, Arter, & Chappuis, 2005, p. 99)


Works CitedBerkins, C. L., & Kristonis, W. A. (2007, Fall). Curriculum Leadership: Curriculum for

the At-Risk Student. The Lamar University Electronic Journal of Student Research , 1-8.

Chappuis, S., Stiggins, R. J., Arter, J., & Chappuis, J. (2005). Assessment For Learning: An Action Guide for School Leaders (2nd Edition ed.). Portland, OR: Educational Testing Service.

DuFour, R. (2002). The Learning-Centered Principal. Educational Leadership , 59 (8), 12-15.

Newman, K. (2014, January 30). Accountability and School Improvement Plan 2013 – 2014. Retrieved March 11, 2014, from Isle of Hope K8 School: http://www.sccpss.com/schools/IOH/Documents/SY14%20Accountability%20and%20School%20Improvement%20Plan%20IOH.pdf

Wiggins, G., & McTighe, J. (2005). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

Wormeli, R. (2012). It's Time to Stop Averaging Grades. Retrieved March 9, 2014, from Association for Middle Level Education: http://www.amle.org/BrowsebyTopic/WhatsHot/WHDet/TabId/271/ArtMID/889/ArticleID/21/Its-Time-to-Stop-Averaging-Grades.aspx?_cldee=Y19sYWRkQHNhdTU4Lm9yZw==

http://www.sccpss.com/schools/IOH/Documents/SY14%20Accountability%20and%20School%20Improvement%20Plan%20IOH.pdf

http://www.sccpss.com/schools/IOH/Documents/SY14%20Accountability%20and%20School%20Improvement%20Plan%20IOH.pdf