curriculum, the new mode of accountability for a school district andy jay arbeitmandr. stacie...
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Curriculum, The New Mode of Accountability for a School District
Andy Jay Arbeitman Dr. Stacie Stryhal Dr. Trish BurkeenDe Soto 73 De Soto 73 De Soto 73Superintendent Director of Assistant
Educational Support SuperintendentServices
Would you find it acceptable if a teacher assessed student progress and provided
feedback to students twice a year?
Data Reflection
Comparison of 2002 and 2010Comparison of 2008-2009-2010
Review initiatives over these time periods.
How can we continue to improve?
De Soto % of Students Scoring Proficient and Advanced in CA and MA-
Total Students
De Soto % of Students Scoring Proficient and Advanced in CA and MA- IEP
De Soto % of Students Scoring Proficient and Advanced in CA and
MA- Free and Reduced Lunch
De Soto % Proficient and Advanced- Communication Arts 2008-2010
De Soto % Proficient and Advanced- Mathematics 2008-2010
PLC Centered Student Achievement PD Initiatives
What do we want students to know? Curriculum Process Manual Curriculum Writing Teams Curriculum Selection and Alignment of Materials
How do we know if they learned? Assessment Writing Assessment Expectation Timelines Assessment for Learning ( Standards referenced)
What do we do when they have not learned?What do we do when they have learned?
Differentiated Instruction and assessment
More PD Initiatives
What do we do when they don’t learn or already know it?
PLC Model –SMART Goals, instructional practices on classroom instruction that
works, co-teaching, differentiated instruction, assessment designs, technology usage, etc.
What Changed?Principals with Staff TrainingCurriculum and Instructional
Implementation MonitoringStaff ResistorsStaff Modeling of PracticesTrue classroom reform needed more… to
reach the next level of students2010-2011 New Initiatives—reflection on
goals, alignment of goals at all levels, renewed emphasis on curriculum, instruction, and assessment.
-We must create and communicate a shared vision
-We must build structures that support open communication, interaction, collaboration, and shared decision-making among all stakeholders
-We must establish “user friendly” feedback loops and processes for utilizing the data we generate
-We must integrate a plan for modification and feedback into a SYSTEM that has a flexible cycle of continuous improvement!
Is it not your responsibility and your district’s responsibility to know who is controlling and what is happening with your curriculum and your instructional leadership daily?
How do you view any previous change efforts within your school district?
1. Positive impact on overall student achievement.2. Positive, but limited impact on overall student
achievement.3. No impact on overall student achievement, but
positive impact on district culture.4. Insignificant effect on district culture or overall
student achievement.5. No impact on overall student achievement, but
negative impact on district culture.6. Negative impact on overall student achievement.
How do you rate the need for change in your school district?
1. Present condition is unacceptable and immediate change is required.
2. Present condition is troublesome, but not enough to require immediate change.
3. Things could be better, but I am not completely dissatisfied with things as they are.
4. Change is needed.5. I am not aware of any change that needs to be made.6. No change is necessary.
How do you rate your willingness to support change in your district?
1. I am reluctant to doing anything significantly different.
2. I am willing to support change if the change does not require a significant inconvenience to the group.
3. I am willing to support incremental change implemented at a moderate pace.
4. I am willing to make difficult choices (personal and group) to bring about change.
5. I am willing to accept that change will be difficult, possibly with a long period of discomfort.
How much faith do you have in the current leadership to effectively bring about change in your school district?
1. I do not believe that the current district leadership can implement significant change.
2. Although possible, it will be difficult for the current district leadership to implement significant change.
3. I do not have enough experience or knowledge of the current district leadership to have a strong opinion.
4. The current district leadership has the strength and ability to implement significant change.
Does the district as a group (teachers, administrators, staff, superintendent, and board of education) possess the
skills necessary to implement change?
1. I have serious doubts that the district as a group has the knowledge and/or skills necessary to successfully implement significant change.
2. I believe the district as a group has some of the knowledge and/or skills to successfully implement change and those who do not will be able to acquire the skills or knowledge.
3. I believe the district as a group has the knowledge and/or skills to implement significant change.
What is a System?
“A system is a set of things; people, cells, molecules that are interconnected in such a way that they produce their
own pattern of behavior over time. The system’s response is a characteristic of itself!
D.H. Meadows, Thinking in Systems, 2008
A box is still a box whether it is metal, concrete, plastic, paper, cardboard, etc. We have to stop changing the box
and change how we lead by getting outside of the box!
We often wonder what teachers are actually
doing with the curriculum! How do we
know?
How do you work on everything at once?
• Whatever you place your focus on must have the ability to change or to have effects on everything you do with your curriculum!
Teacher Accountability
Student Accountability
On any given day, there are at minimum- 6 different periods where teachers will teach a lesson.
If you visit a teacher’s classroom for 1 full
lesson during the course of 1 teaching day, you
will have observed 16% of the actual teaching taking place for that
school day.
In any given week, there are at minimum 30 different periods where a teacher will teach a
lesson.
If you visit a teacher’s classroom for 1 full session during the
course of one school week (5 days), you will have observed 3% of
the actual teaching that occurred in that
classroom during that week.
In a given month, there are typically 120 different periods where a teacher will teach
a lesson.
In a typical ‘quarter’, there are approximately 42 days- which translates to the possibility of a teacher teaching a
total of 258 lessons to students.
That translates into approximately 516 separate lessons in a semester.
If you visit a teacher’s classroom for 2 different lessons in the course of a semester, (approximately 86 days), you will have
observed 0.3% three tenths of one percent of the teaching during that
semester.
This translates into approximately 1,032 separate lessons over the course of an entire school year
If you visit a teacher’s classroom on 3 different
occasions over the duration of an entire
school year and you see 1 lesson each time, you will have observed 0.2% only two tenths of one percent of the teaching during the
year.
If you visit a teacher’s classroom for 4 different
lessons over the duration of an entire school year, (172-174 days), you will have
observed 0.3% still three tenths of one percent of the teaching during the
year.
Walk-Through Evaluations District-wide!
August September October November December January February March April May
181
542
478
483
323
407
427
629
70
105
65
124
78
176 24
3
300
43
82
41 41
9 0 2 2
294
1002
874
948
678
1014
1124
1614
111
74
101
106
201
198
353
162 21
6
199
162 23
0 254
330
Administrative Walkthrough DataAthena Vineland Junior High High School Ed. Support Total WT's
“The definition of insanity is doing the same thing over and
over again and expecting different
results”
-Albert Einstein
Whole System Reform
-All students can learn-A small number of key priorities (hands-on assistance, walk-through evaluations, differentiated instruction, superintendent/district goals for instruction)-Locked arms leadership; stay together, stay focused, stay on the message!
Students First!-Collective capacity that sustains over time-Strategies with precise goals!-Accountability!
-All means All!
When we teach the same thing to all kids at the same
time:1/3 Already know it
1/3 Get it1/3 Never will,
So 2/3 of kids are always wasting their time.
-Scott Willis
STANDARDS
Common Core State…
…based grading
Temperature Readings for Norfolk, VA in June
85, 87, 88, 84, 0 (forgot to take the reading)
In conclusion, the average temperature in Norfolk in
June is 68.8 degrees!…but I added ‘em all up and divided by the number of readings?!?!?!
This data is inaccurate for what actually occurred, and therefore, unusable.
Traditional 100 point grade scale:A-90-100
10 pointsB- 80-89
9 pointsC- 70-79
9 pointsD- 60-69
9 pointsF- 0-59
59 points
A-41-10059 points
B- 31-409 points
C- 21-309 points
D- 11-209 points
F- 0-1010 points
A-41-10059 points
B- 31-409 points
C- 21-309 points
D- 11-209 points
F- 0-1010 points
What if we reversed the proportional influences of the grades? That ‘A’ would have a huge, yet undue, inflationary effect on the overall grade. Just as we wouldn’t want an ‘A’ to have an inaccurate effect, we don’t want an ‘F’ grade to have such an undue, deflationary, and inaccurate effect. Keeping zeroes on a 100 point scale is just as absurd as the scale seen here.
Consider the Correlation10090807060
50403020100
-1-2-3-4-5-6
43210
A ‘0’ on a 100 point scale is a ‘-6’ on a 4 point scale. If a student does no work, he should get nothing, not something worse than nothing.
How instructive is it to tell a student that he earned six times less than absolute failure? Choose to be instructive, not punitive.
Research shows that being instructive motivates students whereas being punitive does not.
Accurate gradesCOMMUNICATE
Not compensate
What is this child’s grade?CCMA = Missing AssignmentDCBMA = Missing AssignmentMA = Missing AssignmentBA
What are standards/objectives?
A standard defines what a student should know and be able to do in each subject area at each grade level.
All academic subjects have standards.
Standards help shape the curriculum from one grade to the next because teachers know what instruction has already occurred.
Activities to help your teachers associate CCS with their known state standardsNote card
activity
Common Core Standards- making the connection, it’s time
STANDARDSPOWER
Why change?Single grades often combine many factors, making it difficult to understand how grades were determined.
Standards-based grading & reporting provides a clearer picture of all the factors contributing to grades.
Families will get more information about:• what students are expected to learn and
what they have learned, and• how their work habits contribute to their
learning
LETTER 4 POINT SCALE MEANING
A 3.6 - 4.0 Objective/standard mastered and surpassed
A- 3.4 - 3.5
B+ 3.2 - 3.3 Objective/standard met
B 2.9 - 3.1
B- 2.7 - 2.8
C+ 2.5 - 2.6 Progress is being made towards meeting the objective/standard C 2.2 - 2.4
C- 2.0 - 2.1
D+ 1.8 - 1.9 Beginning to understand the objective/standard
D 1.2 - 1.7
D- 1.0 - 1.1
F 0 - .9 Even with help, no progress is made towards meeting the objective or standard/insufficient evidence of understanding objective/standard
Audience and Purpose Form and point of view appropriate to purpose and
audience Anticipates audiences knowledge level of topic and
concerns 4Ideas and Content Strong controlling idea Relevant specific details Complex ideas Freshness of thought 3Organization and Structure Effective beginning, middle, and end Logical order Effective paragraphing Cohesive devices Varied sentence structure Clarity of expression Active voice 3Word Choice Precise and vivid language Formal and objective tone 1.5Conventions Capitalization Punctuation Standard usage 3Persuasive Features Valid reasoning Sufficient evidence Acknowledges counterclaim fairly Provides concluding statement 1
Essay Example- Student Work
Persuasive Essay Rubric4 = Objective mastered and
surpassed3 = Objective met2 = Progress is being made
to meet the objective1 = Beginning to understand
objective0 = Even with help, no
progress made to understand or meet objective
Total: 2.58, C+
Report CardMath- BEnglish- C+Science- ASocial Studies- D
Math-B (3.1)Comparing and ordering
rational numbers- 2.9Using fractions,
decimals, and percents to solve problems- 3.2
Using symbolic algebra to solve problems involving linear relationships- 3
Analyzing properties of right triangles- 3.1These objectives covered
average out to a 3.1, B.
Grade Reports- what do grades mean?
SBG Report Card
Standards Based
Instruction
Standards Based
Assessment
Standards Based
Evaluation
Standards Based Grading
Differentiated Instruction
STUDENT
LEARNING
What is a standards-based system?
Benefits to Students:All students are held to the same standards.Students can see what they need to do to reach the
standards (clear targets). Increased motivation due to goal setting, formative
assessment, and descriptive feedback.Benefits to Teachers:
Focus on standards. Increases communication at and across grade levels.Allows and enhances differentiated instruction for all
students.Benefits to Parents:
Gives specific skill areas for parents to reinforce at home.Consistency across the grade levels.Clear communication.
Research Results from Standards Based Grading…
“Without continual growth and progress, such words as
improvement, achievement, and success have no
meaning”
WHY DO WE CONTINUETO DO THE SAME
THINGSTHE SAME WAY
WHEN WE KNOW THEY DON’T WORK?!?!
Tradition Teachers will
complain
POLITICS
CONFRONTATION
Fear of
unknown
What will people think?
THE ANSWER
IS OBVIOUS…
Tradition Teachers willcomplain
POLITICS
confrontation
Fear of
unknown
What will people think?
Truly put KIDS FIRST-
CHANGEANYWAY!
