Transcript MASA Missouri Association of School Administrators 2009

Curriculum, The New Mode of
Accountability for a School District
Andy Jay Arbeitman
De Soto 73
Superintendent
Dr. Stacie Stryhal
De Soto 73
Director of
Educational Support
Services
Dr. Trish Burkeen
De Soto 73
Assistant
Superintendent
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 2010
 Comparison 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 MAFree and Reduced Lunch
De Soto % Proficient and AdvancedCommunication Arts 2008-2010
De Soto % Proficient and AdvancedMathematics 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 Training
 Curriculum and Instructional Implementation
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Monitoring
Staff Resistors
Staff Modeling of Practices
True classroom reform needed more… to reach the
next level of students
2010-2011 New Initiatives—reflection on goals,
alignment of goals at all levels, renewed emphasis
on curriculum, instruction, and assessment.
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?
-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!
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, (172174 days), you will have
observed 0.3% still three
tenths of one percent of the
teaching during the year.
Walk-Through Evaluations
District-wide!
Administrative Walkthrough Data
Vineland
Junior High
High School
Ed. Support
Total WT's
629
353
330
300
323
September
October
November
December
February
2
0
January
2
243
198
254
201
230
176
9
78
106
162
41
101
124
199
216
41
65
74
105
111
162
82
294
43
181
70
August
427
407
483
478
542
678
874
948
1002
1014
1124
1614
Athena
March
April
May
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!
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.
 A-90-100
 10 points
 B- 80-89
 9 points
 C- 70-79
 9 points
 D- 60-69
 9 points
 F- 0-59
 59 points
 A-41-100
 59 points
 B- 31-40
 9 points
 C- 21-30
 9 points
 D- 11-20
 9 points
 F- 0-10
 10 points
 A-41-100
 59 points
 B- 31-40
 9 points
 C- 21-30
 9 points
 D- 11-20
 9 points
 F- 0-10
 10 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.
100
90
80
70
60
4
3
2
1
0
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.
50
40
30
20
10
0
-1
-2
-3
-4
-5
-6
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.
 C
 C
 MA = Missing Assignment
 D
 C
 B
 MA = Missing Assignment
 MA = Missing Assignment
 B
 A
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 standards
 Note card
activity
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
B
2.9 - 3.1
B-
2.7 - 2.8
C+
2.5 - 2.6
C
2.2 - 2.4
C-
2.0 - 2.1
D+
1.8 - 1.9
D
1.2 - 1.7
D-
1.0 - 1.1
F
0 - .9
Objective/standard met
Progress is being made towards meeting the
objective/standard
Beginning to understand the objective/standard
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
Persuasive Essay Rubric
4 = Objective mastered and
surpassed
3 = Objective met
2 = Progress is being made
to meet the objective
1 = Beginning to understand
objective
0 = Even with help, no
progress made to
understand or meet
objective

audience
Anticipates audiences knowledge level of topic and
concerns
4
Ideas and Content




Strong controlling idea
Relevant specific details
Complex ideas
Freshness of thought
3
Organization and Structure







Effective beginning, middle, and end
Logical order
Effective paragraphing
Cohesive devices
Varied sentence structure
Clarity of expression
Active voice
3
Word Choice


Precise and vivid language
Formal and objective tone
1.5
Conventions
Total: 2.58, C+



Capitalization
Punctuation
Standard usage
3
Persuasive Features




Valid reasoning
Sufficient evidence
Acknowledges counterclaim fairly
Provides concluding statement
1
SBG Report Card
Report Card
 Math- B
 English- C+
 Science- A
 Social Studies- D
 Math-B (3.1)
 Comparing and ordering
rational numbers- 2.9
 Using fractions, decimals,
and percents to solve
problems- 3.2
 Using symbolic algebra to
solve problems involving
linear relationships- 3
 Analyzing properties of
right triangles- 3.1
 These objectives covered
average out to a 3.1, B.
Standards
Based
Instruction
Standards
Based
Grading
Differentiated
Instruction
Standards
Based
Assessment
Standards
Based
Evaluation
 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.
“Without continual growth and
progress, such words as
improvement, achievement,
and success have no
meaning”
Andy Jay Arbeitman
[email protected]
Dr. Stacie Stryhal
[email protected]
Dr. Trish Burkeen
[email protected]