Sharon L. ContrerasChief Academic Officer

September 2009

PDK, International PDK, International Curriculum Management Curriculum Management

AuditAuditUpdate on District ProgressUpdate on District Progress

PDK Audit Report Standards

1. Control of Resources, Programs, Staff.2. Clear, Valid Objectives for Students.3. Internal Consistency, Equity in

Programs.4. Program Mgt. Based on Assessments.5. Improves Productivity Over Time.

Fundamental Problems

No substantial curriculum.No curriculum management system.Inadequate curriculum design staff.Rapid turnover of superintendents, principals

and staff.Budget/program disconnect.Lack of funding for essential projects.

The Curriculum-Achievement Connection

Students are tested to determine if they have mastered the curriculum.

There is no system-wide curriculum for Providence schools.

How can students master something that does not exist?

The Curriculum-Achievement Connection

If the Providence School District did everything else the audit team recommended, but did not develop a sound curriculum, student achievement would not improve!

--PDK Audit Presentation

Audit Findings: Scope of the Curriculum

Scope of the written curriculum provides inadequate coverage of the courses and subjects taught.

Grade Span Levels Number of Courses &

Subjects Taught

Number of Offerings w/

Curriculum Guides Available

K-5 54 54

6-8 126 52

9-12 321 68

Totals 501 174

Scope of Curriculum Coverage 35%

Audit Findings: Quality of Curriculum

Written curriculum guides lack the content and quality necessary to support effective classroom instruction. Specifically, guides lacked:

Prerequisite knowledge and skills Measurable objectives for students Identified measures to assess student learning Teaching strategies Teaching tools

Guidance for classroom practices is fragmented and inadequate; classroom practices do not reflect the expectations stated in policy.

Audit Recommendation 1

To improve student achievement, get control of curriculum management. Plan, document, and implement processes for design, adoption, delivery, monitoring, evaluation, and revision of curriculum.

Identify subject matter experts within the school system and assign them to curriculum writing projects.

Prepare and implement a staff development plan to support curriculum delivery and accountability.

Board Policy Grounds Reform Work

Strategic Direction Policy adopted by Providence School Board in September 2008

A Strategic Direction provides a framework to align goals, policies, strategic plans, budgets, and administrative actions to the Board’s mission and vision for the district

Aligned Instruction identified as the organizing, coherent framework for teaching and learning.

Directs the creation of a tightly integrated system aligning:

Curriculum and Instruction Professional Development Comprehensive Assessment Framework

Curriculum Development and Implementation Timeline

Academic Year

Curriculum Writing and Resource Development

Implementation Area

Professional Development Focus

08/09 K-12 Math (Phase 1)K-12 Science (Phase 1)

09/10 K-12 Math (Phase 2)K-12 Science (Phase 2)6-12 ELA (Phase 1)6-12 Social Studies (Phase 1)K-5 ELA and Social Studies Resource Adoption

K-12 MathK-12 Science

K-12 MathK-12 Science

Curriculum Development and Implementation Timeline

Academic Year

Curriculum Writing and Resource Development

Implementation Area

Professional Development Focus

10/11 K-12 Math (Phase 3)K-12 Science (Phase 3)6-12 ELA (Phase 2)6-12 Social Studies (Phase 2)K-5 ELA (Phase 1)K-5 Social Studies (Phase 1)

6-12 ELA6-12 Social Studies

K-12 MathK-12 Science6-12 ELA6-12 Social Studies

11/12 6-12 ELA (Phase 3)6-12 Social Studies (Phase 3)K-5 ELA (Phase 2)K-5 Social Studies (Phase 2)

K-5 ELAK-5 Social Studies

K-12 MathK-12 Science6-12 ELA6-12 Social Studies

Mathematics and Science: 08/09

Partnered with the Charles A. Dana Center. Created curriculum writing teams comprised of

teachers in each content area at each level.Articulated uniform course sequences in high school

mathematics and science.Identified and adopted instructional resources and

programs.Developed K-12 curriculum frameworks in

mathematics and science. These frameworks: Identify the standards to be addressed in each grade level/course Identify prerequisite knowledge and skills Articulate learning objectives Pace instruction Align instructional programs and resources to learning objectives Identify assessments to measure student learning Specify appropriate teaching strategies

Mathematics and Science 09/10

Establish Initial Understanding Study of the Standards Training Sessions Curriculum Framework Overview Training Sessions

Deepen Understanding and Knowledge Quarterly Professional Development Sessions

Realize Mechanical Use Collaborative study to plan for implementation of curriculum Leaders implement CARA (Collect, Analyze, Reflect, Act)

modelBegin to Refine and Establish Routine Use

Implementation data is analyzed and aggregated at the campus and district levels

Evaluation results are used to decide next steps

Mathematics and Science 09/10

Continued Partnership with Charles A. Dana Center

Focus of Phase 2 Work Revisions (Pacing, Resource Alignment, etc.) Refinement of assessment component Further development of instructional strategies Addition of Academic Language Development

Component

Curriculum Writing Teams Teacher Leaders Teachers participating last year

Mathematics and Science Tools

Technology Glencoe Software and Online Resources—Train and

Utilize TI-Nspire Calculators—Train and Utilize

Resources Manipulatives—Continue to Identify and Purchase Lab Equipment—Continue to Identify and Purchase

Initial Identification and Ordering Ongoing Refurbishments

ELA: Secondary 09/10

Partnership with Charles A. Dana Center and University of Connecticut

Focus Study and Analysis of ELA GLEs/GSEs Articulation of Uniform Course Sequence Resource Selection and Adoption Framework Development

Writing Teams Teacher Leaders Recommended Teachers

ELA Elementary: 09/10

Partnership with Charles A. Dana Center and University of Connecticut

Focus Study and Analysis of ELA GLEs/GSEs Core Program Selection and Adoption

Framework development will occur during the 10/11 academic year.

Social Studies: Secondary 09/10

Solidifying PartnershipsFocus

Study and Analysis of National Standards and RI Civics GSEs

Articulation of Uniform Course Sequence Resource Selection and Adoption Framework Development

Writing Teams Teacher Leaders Recommended Teachers

Social Studies: Elementary 09/10

Solidifying PartnershipsFocus

Study and Analysis of National Standards and RI Civics GSEs

Core Program Selection and Adoption

Framework development will occur during the 10/11 academic year.

Audit Recommendation 1

To improve student achievement, get control of curriculum management. Plan, document, and implement processes for design, adoption, delivery, monitoring, evaluation, and revision of curriculum.

Identify subject matter experts within the school system and assign them to curriculum writing projects.

Prepare and implement a staff development plan to support curriculum delivery and accountability.

Good Instruction is Key

“… we know two things that constitute a truly historic opportunity for better schools:1. Instruction itself has the largest influence on achievement (a fact still dimly acknowledged).2. Most (though not all) instruction, despite our best intentions, is not effective but could improve significantly and swiftly through ordinary and accessible arrangements among teachers and administrators.”

--Mike Schmoker

Creation of Key Positions and Teams

Curriculum Writing Teams Division of Teaching and Learning StaffTeacher Leaders

Mathematics Science English Language Arts Social Studies Special Education ELL

Special Education Intervention SpecialistsMath and ELA Intervention Implementation

SpecialistsContinued funding of Elementary Reading and

Math Coaches

Central Office Support Staff

Addition of Key Positions to Support Curriculum Design, Implementation, Monitoring, and Refinement. Supervisor of Math – Dennis McHugh Supervisor of Social Studies – Kimberly Luca Supervisor of English Language Arts – Sheryl Rabbitt Supervisor of Science – Dr. Natalie Dunning Elementary and Secondary Intervention Implementation

Specialists (ELA and Mathematics) Director of Teaching and Learning – Paula Shannon Director of English Language Learning - Vacancy Director of Research, Planning and Assessment –Dr. Marco

Andrade Director of Career and Technical Education - Vacancy

Supporting Teacher Leaders

Teaching and Learning and LEAD Team Support: Orientation Day Professional Development Days

Deepen Understanding of Curriculum and Instruction Leadership Training

LEAD Team Coaching On-Site Mentoring and Coaching

Monthly Meetings with Content SupervisorsPrincipal Support:

Weekly Meetings Attendance and Participation at Department Meetings Timely follow-up

Supporting Elementary Coaches

Teaching and Learning and LEAD Team Support: Professional Development/Continuing Contact Meetings

Continued focus on deepening understanding of Curriculum and Instruction

Leadership Training

Principal Support: Weekly Meetings Attendance and Participation at Common Planning Time Timely follow-up

Supporting Special Education Intervention Specialists

Teaching and Learning and LEAD Team Support: Regular Professional Development

Continued focus on deepening understanding of Curriculum and Instruction, Co-Teaching, and IEP Development

Leadership Training Supporting the RTI Process Administrating transition assessments and analyzing this data

to identify needs and create transition plans (secondary)Weekly Continuing Contact Meetings with Special Educatoin

Supervisors Focus on compliance with state and federal regulations Ensure student access to general education curriculum and

instruction

Concluding Thoughts…

Education is the most powerful weapon which you can use to change the world.

--Nelson Mandela

For thousands of Providence children, we can change the world. Let’s start this school

year.