curriculum & instruction - boarddocs · • examining current curriculum to promote equity and...

1The Bellevue School District Mission:

To provide all students with an exemplary college preparatory education so they can succeed in college, career and life.

1/2/18 Board Presentation by: Sharon Kautz, Executive Director of Curriculum and Instruction

Liz Ritz, Director of Curriculum and Instruction

Curriculum&Instruction

Agenda

2

1. Highlights & Summary Statements2. Additional Information & Data3. Next Steps4. Q & A5. Background Information

Highlights(1/4)How does curriculum support our district initiatives?Curriculum Adoption Process• Articulate novel adoption process in alignment

with Board Policy Curriculum Improvement • Examining current curriculum to promote equity

and diversify materialsCurriculum is designed to support effective instruction and provide accessible resources to promote innovation and relevance• Master OneNote

Slides #7‐11

Elementary Secondary

Foss Science and Literacy IntegrationBalanced Literacy Tenmarks math

• MindUP implementation in Middle Schools

• Algebra/Geo Block

3

Highlights(2/4)How does instruction support our district initiatives?

• Data informed, student centered instruction is how our curriculum comes to life in each classroom

Culturally responsive teaching and learning Universal Design For Learning Inclusive Teaching Practices

Slides #12‐16


• Tier 1 Balanced Literacy, reading focus

• MTSS

• Math • Relationships Focus• MTSS

4

Highlights(3/4)How does instructional coaching support our district initiatives?• Supports the shift from theory to practice• Classroom based embedded professional

development• Reflective Practice to unpack beliefs and biases

that impact behavior

Slides#17‐18


• Instructional Mentors• Instructional Technology Curriculum Leaders• Curriculum Developers• Special Educators, ELL Facilitators, Reading and Math

Facilitators5

Highlights(4/4)Other Information

Early Learning and Kindergarten Partnership

Instructional Framework and Evaluating Instruction

Slides #19‐22

#23‐25

6

CurriculumCurriculum Adoption Process

Board Policy 2020

Curriculum Improvement

Critically examining current curriculum and resources in a collaborative effort with many stakeholders to promote equity, relevance, realness, and availability of diverse materials.

7

Current Challenge:Updating the Novel Adoption process, in alignment with Board Policy, to match the complexity and unique nature of novel selection.

MasterOneNote

8

The purpose of a master notebook is for teachers and curriculum developers to work collaboratively to create and manage a responsive curriculum for our teachers and students.

Teachers will exercise professional judgment in determining when and how to modify, supplement, or replace lessons to meet the needs of students and to achieve unit and lesson objectives. Teachers are encouraged to share modifications, supplementations, and replacement lessons with their colleagues in an ongoing effort to improve the curriculum.

Video Resources Embedded including:• Quick Tour of OneNote• Accessing Resources • Instructional Strategies in Action

MasterOneNoteExample

9

Balanced Literacy is a framework that integrates a variety of instructional approaches, including reading and writing workshop, to meet the needs of all students while providing meaningful literacy experiences. Its foundation includes explicit skill instruction balanced with supported independent practice.

Skills and strategies of effective reading and writing are explicitly taught in a student‐centered, culturally responsive classroom environment. Teachers provide students with many opportunities for real‐life reading and writing experiences, and the gradual release of responsibility model is used to teach students to be independent learners. Balanced Literacy also relies on assessment‐based planning to differentiate and individualize student literacy instruction.


10

Features of Balanced Literacy

• Explicit teaching of strategies and skills for effective reading and writing.

• Ample daily time for independent reading and writing.• A classroom culture of conversation found in

partnerships and small groups.• The use of assessment to know students individually as

readers, writers, and users of language.• Coaching of students through conferring and small‐

group instruction. • Read alouds every day.

Instructional Contexts used in Balanced Literacy

Reading Writing

• Read aloud• Shared reading• Guided reading and

small group instruction• Independent reading

• Modeled writing• Interactive and shared

writing• Guided writing and small

group instruction• Independent writing

Instructional Approaches

Gradual Release of Responsibility:Students receive explicit instruction in literacy strategies followed by guided, collaborative, and independent practice with differentiated support.

Mini‐lesson: Students are taught a specific strategy to support students in acquiring the necessary skills through explicit, direct instruction that includes teacher modeling and demonstration followed by students’ active engagement in applying the strategy.

Conferring: Students receive individualized feedback and instruction in one‐on‐one or small group conferences with the teacher.

Partnerships: Students engage in discourse to support one another, increase understanding, and develop independence.


11

12

In culturally responsive teaching, relationshipsare as important as the curriculum.(p.73)

13

InclusiveTeachingPractices• Co-Teaching• Universal Design for Learning (UDL) – Expect Variability • Culture and Climate

Universal Design for Learning is a set of principles for curriculum development that provides equal opportunities to learn for all individuals. It is NOT specific or only for special education or ELL, quite the opposite!

It is philosophy that curriculum should be proactively designed to include access points for all students.

Inclusive Teaching Practices:Co‐Teaching is defined as two teachers working together with groups of students, sharing the planning, organization, delivery, and assessment of instruction, as well as the physical space. Heck, Bacharach & DahlbergWhy The Bellevue School District is committed to eliminating the racial

achievement gap, achieving racial equity, and having all students learn to the highest levels. To achieve high standards, students must access and learn general education content. 12.4% of students qualify for ELL services and 9.1% qualify for SpEd, yet these groups account for the two largest gaps in academic performance.

How

15

Coaching:ProfessionalDevelopmentForOurCoaches• Coaching is a form of professional development with someone who willingly engages in reflection and learning.

• Coaching happens in conversation.

• Coaching results in reflective practitioners who make decisions that further the learning and achievement of ALL students every day.17

CoachinginAction:SupportingProfessionalGrowthofTeachers

18

Role Supporting Location

Instructional Mentors 1st and 2nd year teachers Centrally based

Instructional Technology Curriculum Leaders (ITCL)

All teachers in their building with an emphasis on experienced, but new to Bellevue

Assigned to every building

Instructional Technology Curriculum Developers

ELL/SPED/LAP

All teachers in their content area Centrally based

Building Based

Coaching is a form of professional development that brings out the best in people, uncovers strengths and skills, builds effective teams, cultivates compassion, and builds emotionally resilient educators. Coaching at its essence is the way that human beings and individuals have always learned best. -Elena Aguilar

EarlyLearningandKindergartenPartnershipStarting Strong:Family Connections – Relationships TS Gold Data – Whole Child AssessmentEarly Learning Partners – Collaboration with Eastside Pathways

Goal:• Provide learning opportunities provided for incoming kindergarten families

• Increase communication and connection between early learning partners, families, and Bellevue School District

19

KindergartenReadinessData

Washington State Bellevue School District

20

21

Washington State Disaggregated Kindergarten Readiness Data

22

Bellevue School District Disaggregated Kindergarten Readiness Data

BSDInstructionalFramework

23

• Improve professional practice in order to achieve higher levels of student learning

• Foster a supportive working environment by allowing educators to work collegially with evaluators and/or colleagues

• Encourage risk‐taking and collaborative interaction in an atmosphere of trust and respect

Evaluation:TPEPEvaluationSystemGoals

Authorizing legislation: RCW 28A.405.100TPEP SharePoint site: https://bsd405.sharepoint.com/sites/curriculum/Instruction/SitePages/Home.aspx

FocusonProfessionalGrowth

25

NextStepsandChallenges

26

Next Steps:• Theory to classroom practice: Continued focus on professional growth of teachers related to culturally responsive teaching and learning and inclusive teaching practices

• Parent Access to Master OneNote

Challenges:• Research indicates the optimal teacher to coach ratio is 10:1. Our instructional mentor case load ranges from 19‐24:1.

• Building our vulnerability muscle• Time for professional development and collaboration

Questions/Comments

28

For additional information regarding this presentation contact:

Sharon Kautz, Executive Director of Curriculum and InstructionLiz Ritz, Director of Curriculum and [email protected] and [email protected]

(425)456-4109

BackUpMaterials

29

• Email: (Coaching work for building based support roles) Summarizing our goal for this group

• PowerPoint: (“Connecting your learning to working with an Instructional Mentor”) Introduces the role of instructional mentor to 1st and 2nd year teachers

• WaKIDS Report

30

Dear Leaders,This is a friendly follow up to the Creating Strong Teams as a Foundation for Coaching PD that took place on September 29. As a reminder, we shared the purpose in bringing this group together as a means to utilize diverse skills and perspectives and lean on each other as we collectively provide meaningful support to our teachers in service of students. You can find the PowerPoint with greater detail and embedded resources here. Our upcoming time together will continue to focus on the following priorities:• Building strong relationships • Building and coaching/facilitating strong teams • Learning about instructional practices that support all students with an emphasis on students receiving special

education services and emergent bilinguals• UDL and Danielson crosswalk/GLAD Habits/SIOP connections• Racial equity, CRTL, restorative practices• Elementary Literacy and Secondary Math

Some of the takeaways from our first meeting that we collected from you include the following thoughts and reflections:I am thrilled with the collective agreements because it has given our team a focus and some real goal to work towards to help our school be the best it can be. The process helped us to sync all of our learning today.I learned how showing vulnerability is crucial for effective teamwork.Empowerment – We are leaders in our building. We are responsible for shifting beliefs in our building. Building my capacity for Restorative Practices aligns with my core values as a person and in my SEL work with students. I am inspired to be a part of a team. Focusing on the additive conversations when I facilitate/coach teachers.I am just learning about my team and starting to feel comfortable in my vulnerability and seeing that others feel like me.I need to spend more intentional time considering how I show up as a leader.

We hope the last month has been a time for you to continue to build your vulnerability muscle, engage in courageous coaching conversations related to equity and inclusion, and promote additive mental models with your school teams. Please continue your leadership in these areas as we head toward our next Creating Strong Teams as a Foundation for Coaching PD scheduled for Friday, December 8 from 12 noon – 2:30 pm in the Rainier room at WISC. Our agenda will include time to review our collective commitments, dig in to effective teams with an emphasis on trust and healthy conflict, and time to reflect individually and as a team. In preparation, please read Chapter 12 of Art of Coaching Teams before we meet.

Please feel free to reach out with any questions, concerns, or reflections!

Connecting your learning to working with anInstructional Mentor

EACH AND EVERY STUDENT, EVERY DAY

Individualized

• Targeted PD, 1 on 1

• Meet you where you are


Confidential

• Non‐evaluative

• Provide space for risking taking/problem solving


Partnership

• Growth in teaching practice


Connector

• Use evaluation feedback as a roadmap for growth

• Connect you with departments/resources in BSD


Emotional Resilience

• Support through phases of a 1styear teacher

• Strategies to “weather storms” as they come up


Instructional Coach

• Facilitate reflection for growth

• Equity – to reach each and every student


curriculum & instruction - boarddocs · • examining current curriculum to promote equity and...

Documents