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2010 Post-Convocation Curriculum Meeting Empowering Schools and School Leaders

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Empowering Schools and School Leaders Faculty Learning Community * 2000 schools 1.5 million students Diverse populations 3 years of students achievement data * * How ... – PowerPoint PPT presentation

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Title: 2010 Post-Convocation Curriculum Meeting Empowering Schools and School Leaders


1
2010 Post-Convocation Curriculum
Meeting Empowering Schools and School Leaders
2
Vision Statement The fundamental purpose of
Catholic schools is to advance the educational
mission of the Church!
atholic schools educate diverse student bodies to
form Catholic, person-centered learning
communities provide quality teaching through
traditional and innovative educational programs
infused with Catholic Social Teachings involve
students to serve and support parish life and the
local civic communities graduate students who
are critical thinkers, productive moral citizens,
and spiritual leaders and recognize and
appreciate parents as the primary educators of
their children.
Archbishop of Hartford Superintendent of
Catholic Schools
Education for a Lifetime
3
  • Hope is not a naïve, sunny view of life.
  • It is the capacity not to panic
  • in tight situations,
  • to find ways and resources
  • to address difficult problems.
  • Michael Fullan (1997)

4
What do you think makes teachers enthusiastic
about work??
  • Rank the impacts on teacher motivation
  • Incentives
  • Recognition
  • Interpersonal support
  • Support for making progress
  • Clear goals

5
Good News!
  • The key to motivation turns out to be largely
    within your control
  • And it doesnt depend on expensive, elaborate
    incentive systems!

6
Marking Periods Changed
  • 1st Marking Period (41 days)
  • ? - October 29, 2010
  • 2nd Marking Period (50 days)
  • November 1, 2010 January 21, 2011
  • 3rd Marking Period (45 days)
  • January 24, 2011 April 1, 2011
  • 4th Marking Period (43 days)
  • April 4, 2011 June ?

7
2010 Curriculum Commission
  • 2 slots available
  • Middle school level elementary level
  • Focus literary list, time allotments, social
    studies, physical education, moral education
  • Application online
  • Due Date September 30

8
Ongoing Professional Learning
  • September 17Elementary Schools
  • Maria Banks
  • Effective Teaching Strategies for the 21st
    Century Classroom
  • September 23 Administrators
  • Michelle Doyle
  • IDEA Laws for Catholic Schools
  • Follow-up Curriculum Initiatives Teachers
  • Differentiating Instruction Methods
  • April Summit Teachers and Administrators
  • Professional Learning Communities
  • Understanding the Digital Generation
  • Gifted Education

9
Why are we teaching to standards??
  • Keeps in mind the BIG PICTURE
  • Not the end of the lesson or unit or skill set
    the end of grade level, then graduation outcomes
  • Ensures all students meet high expectations
  • With differentiating and grouping, all students
    expected to achieve the same standards
    eliminates soft bigotry associated with lower
    expectations for poor and minority students
  • Focuses on critical knowledge and skills
  • Higher and deeper levels of student understanding
  • Integrates college/career readiness skills
  • Interdisciplinary standards
  • Integrates 21st century education skills
  • Eliminates chaotic patchwork of curricula

10
Standards-based Lesson Plans
  • Establishes GOALS Learning Targets!
  • It has been shown that students who can identify
    what they are learning significantly outscore
    those who cannot. (Marzano, 2005)
  • Standards-based instruction allows teachers and
    students to be on the same page
  • SBLP do not prescribe a single approach to
    teaching it is up to the individual teacher to
    determine the focus, essential skills, and
    delivery

11
So What is a Standard Again?
  • Primary Instructional Target
  • Basis for classroom instructional planning and
    student learning
  • Defines the expectations or outcomes
  • What students need to
  • know and be able to do
  • by the end of each grade
  • in every content area
  • by graduation of high school!

12
In the pattern to the left locate and outline
the five-pointed star.
13
  • If I provide additional information, does that
    help you identify the target?

14
  • If I provide even more information does it help
    you identify the target?

15
Rick Stiggins points out that Teachers and
students can hit any target they can see and will
hold still. What is the relationship between
this statement, the activity you just
participated in, and standards?
16
Objectives Enabling Outcomes
  • OBJECTIVE
    Concept you
    want students to learn or understand
  • ENABLING OUTCOMES Skills students need to be
    able to master to achieve the objective

17
ASSESSMENT
  • How do you know
  • if they got it ?
  • Are the students learning? What have they
    mastered? What do I need to re-teach??

18
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21
Language Arts Oh My!!
  • Reading Comprehension,
  • Phonics, Written Language,
  • Oral Language, Listening Skills,
  • Spelling, Handwriting, Vocabulary,
  • Grammar/Mechanics/Usage .

22
Features of LA Curriculum (see pg. 12)
  • Integrates moral conscience and Catholic social
    teaching principles
  • Reflective of report card
  • Reading/Literature
  • Vocabulary
  • Comprehension
  • Fluency
  • Phonics
  • Written Language
  • Written Language
  • Grammar/Mechanics/Usage
  • Research/Study skills
  • Oral Language
  • Listening Skills
  • Spelling
  • Handwriting
  • Quarterly benchmarks
  • Cumulative structure
  • Integrates technology

23
Reminders Throughout
LANGUAGE ARTS SPELLING/VOCABULARY S/V GRADE 6
QUARTERS 1-4 Spelling is a fully integrated
discipline in Grade 6 not taught as an isolated
subject.
ORAL LANGUAGE OL GRADE 5 QUARTERS 1-4 Through
explicit instruction, the standards of oral
language are integrated into every content area
in GRADE 5.
LANGUAGE ARTS ORAL LANGUAGE/LISTENING SKILLS OL
GRADE 6 QUARTER 1 Through explicit instruction,
the standards of oral language are integrated
into every content area.
  • Persuasive Students include an opening or thesis
    statement, main idea,
  • supporting details, and conclusion. They include
    detailed reasons for opinions
  • they present both sides of a given issue and
    logically defend a point of view.
  • This includes a tenet of faith or a moral issue.
  • This writing reflects some research using both
    Internet and text sources.

24
Religion Curriculum
  • Approved by panel of priests and pastors with and
    without schools
  • Awaiting approval from Archbishop
  • Based on the 4 Pillars of the Catechism of the
    Catholic Church and the National Directory of
    Catechesis

25
4 Pillars and the ADH Religion Strands
  • Profession of Faith (Creed)
  • Church
  • Doctrine
  • Celebration of the Christian Mystery (Sacraments
    and the Mass)
  • Liturgy/Sacraments
  • Life in Christ (Ten Commandments and Beatitudes)
  • Scripture
  • Morality/Family Life
  • Catholic Social Teachings
  • Service/Christian Witness
  • Christian Prayer (Prayer of the Believer)
  • Prayer

26
Grades 1-12 2010 Office of Catholic
Schools Office of Religious Education
Archdiocese of Hartford
467 Bloomfield Avenue
Bloomfield, CT 06002 www.catholicschoolshartford.
org
Archdiocesan Religion Curriculum
Standards Catholic School Edition
How beautiful are the footsteps of those who
bring good news. Romans 10 15-17
27
Family Life
  • New books are FINALLY here
  • Save the date Administrators and/or local
    school Religion Committee Chair
  • Two time slots
  • 900 a.m. 1100 a.m.
  • 200 p.m. 400 p.m.
  • Archdiocesan Center at St. Thomas Seminary

October 14, 2010
Featuring Daniel S. Mulhall
28
Technology Integration
  • Reality Check technology connects
    students to the global society and has become the
    pathway for much of communication today, living
    in a digital world
  • Students must be taught how to use technology to
    express ideas, research, communicate, advance
    career opportunities
  • We cannot cause our students to be ill-equipped
    for their future in efforts to preserve the past
    we must give them the opportunity to compete
    globally

29
Technology Rich Classrooms
30
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31
The Forgotten 21st Century Skills
  • 21st Century Education is NOT just
    about technology
  • Focused thinking vs multi-taskers
  • INTERPERSONAL SKILLS
  • How to communicate with technology and with each
    otherface to face
  • Personal and Social Responsibility

32
Building a Collaborative Culture PLCs
  • Creating a collaborative culture is the single
    most important factor for successful school
    improvement initiatives and the first order of
    business for those seeking to improve schools.

    -Eastwood and Lew

33
PLCs are NOT
  • another name for a faculty meeting
  • a time to discuss a good book
  • a venting session for frustrated teachers
    focusing on problems rather than solutions
  • Another program to implement

34
PLCs ARE.
  • Shift from restructuring to reculturing
    a practice not a program
  • School wide culture that develops teacher
    leadership
  • Explicitly focuses on improving student learning
  • Working collaboratively as a team
  • Sustaining school improvement efforts

35
2009 Math Performance and PLCs
36
2009 Reading Achievement and PLCs
37
2009 Science Performance and PLCs
38
Consistent 2010 Research Findings
  • The critical variable for professional learning
    communities and student achievement is
  • DEEP IMPLEMENATION.

39
Common Premise
  • We believe ALL students can learn!
  • "Don't tell me you believe all children can
    learn
  • tell me what you do when they don't."

40
It is disingenuous for any school to claim
its purpose is to help all students to learn at
high levels and then fail to create a system of
interventions to give struggling learners
additional time and support for
learning. Learning by Doing. DuFour,
DuFour, Eaker , and Many
41
When a single students struggles, there should be
a collective response
  • Educators in a PLC school work in collaborative
    teams to systematically answer the questions
  • What do WE do when students dont
    learn?
  • What do WE do when students already know it?

42
The Inescapable Question
How PLCs respond when students dont learn
intended outcomes or have mastered outcomes?
DATA ANALYSIS
EFFECTIVE TEACHING STRATEGIES
How can we create collaborative cultures in our
schools that can move us to higher levels of
student achievement?
43
TIMELY
DIRECTIVE
44
Essential Questions
  • How can we create collaborative cultures in our
    schools that can move us to higher levels of
    student achievement?
  • What do we expect them to learn?
  • How do we know they have learned it?
  • How will we respond when they dont learn?
  • How will we respond when they already know it?

45
Power of Nonfiction Writing
  • Original Research
  • Practice and improvement in non-fiction
    writing resulted in improved achievement in math,
    science, social studies, and reading
  • 2009 Update
  • Emphatic reinforcement of original research
  • Multiple opportunities for success
  • Writing least likely to be taught in content
    areas of science and social studies

46
Relative Impact of Demographics, Teaching, and
Leadership on Achievement
  • Source John Hattie (2009). Visible Learning

47
Virtual Identical Findings of Sustaining High
Performing Schools
  • Laser-like focus on achievement
  • Collaborative work
  • Non-fiction writing written responses
  • Multiple opportunities success appropriate
    consequences for failure
  • Its not how you get there that matters,
    but how you finish.

48
K-12/COLLEGE SUCCESS ANALYTICAL READING
DISCUSSION PERSUASIVE/NONFICTION WRITING
  • Draw inferences and conclusions
  • Analyze conflicting source documents
  • Solve complex problems with no obvious answer
  • Take a stand and back it up with evidence
  • (Prepare students to) Write multiple 3-5-page
    papers supporting arguments with evidence
  • Read far more books, articles essays than they
    now read in middle school high school
    in class! College
    Knowledge by David Conley

49
ASSESSMENT Remaking the Grade
  • Ask your teachers What is the difference
    between those students who earn As and those
    students who earn Fs?
  • Next, ask them to calculate the following final
    grade for a student who received the following
    marks during the marking period
  • C C MA D C B MA MA
    B A
  • (Missing Assignment)

F D C B A
50
Conclusion
  • The difference between students who earn As and
    Bs and students who earn Ds and Fs is NOT a
    matter of organizational skills, work ethic,
    class attendance, or preparation from previous
    grades ..
  • The difference is the teachers grading policy

51
Standards for Grading Policies Accuracy
Fairness - Effectiveness
  • Accuracy (law of statistics)
  • If A represents 90-100, B is 80-89, C is 70-79, D
    is 69-65, then the interval between each grade is
    minimally _____ points.
  • But if a student fails to submit an assignment
    and receives a ZERO, then the interval from D to
    0 is 65 points!

52
Accuracy Fairness - Effectiveness
  • Consequences for students who fail to turn in
    work deserves a punishment that fits the crime
  • Collaboratively, each level must figure out what
    that will be, such as
  • must be required to hand in the work
  • suffer constraints of their free time
  • be denied privileges, etc.
  • Assigning zeros is irrational and mathematically
    incorrect

53
Accuracy Fairness - Effectiveness
  • Does quiet compliance equate to proficiency?
  • How consistently and equitably are teachers
    weighing grades?
  • Does it reflect your philosophy for learning and
    your schools mission?
  • Is it grounded in current research and best
    practices or a belief system?
  • Bless her heart! Effect

54
How are you weighing grades as a school?
  • What is the purpose for homework?
  • If its to teach responsibility, then a report of
    it should be reflected in comments
  • If its to complete a project, then the final
    grade appears in the grade book
  • Is grade weighing equitable?
  • Is it consistent from grade to grade in the same
    level?

55
Guidelines for Assigning Homework
  • Preparation
  • To introduce new material presented in future
    lessons prepare students to contribute to class
    discussions
  • Practice
  • To reinforce learning and help students master
    specific skills NOT on an introduction lesson
  • Extension
  • To apply skills they already have to new
    situations
  • Integration
  • To require students to apply many different
    skills to a large task such as a book report,
    projects, research, etc.

56
Accuracy Fairness - Effectiveness
  • Does the impact of your grading policies lead to
    improved student performance?
  • Question for your teachers
  • Were my students last year more
    engaged, responsive, and successful than they
    have been in previous years?
  • If answer is Yes! than present grading policies
    are fine..

57
Effectiveness
  • Solution to effective grading practices

FREQUENT FEEDBACK
Formative Assessments
Multiple opportunities to improve succeed
58
Another Quick Study Are you ready for this???
  • First, students were given a book with a range of
    activities on a certain topic. The work was
    collected and graded.
  • Students were randomly divided into 3 groups and
    given different feedback as follows
  • Marks/Grades Only
  • Comments Only
  • Marks/Grades and Comments
  • Secondly, students were given a similar set of
    tasks and told they would receive the same type
    of feedback.
  • Which group of students showed the greatest gain
    in performance after the second attempt?

What does this say about the impact of teacher
feedback? What does this say about the impact of
grades?
59
Math Benchmark Assessments
  • Pre-assessments
  • Quarterly Benchmark Assessments
  • Available on line
  • NOT for grade books - formative
  • Designed to inform instruction
  • Designed to pace instruction
  • Designed to identify essential skills

60
Lets Debrief
  • You have the power to stop the use of zeros
  • You can suspend the practice of averaging grades
    across the board or awarding grades based on
    compliance with the teacher
  • You can override the deterministic mentality that
    may drive your present grading system to one that
    will provide regular, consistent feedback that
    actually helps students learn

61
Teacher Appraisal Rubric
  • More specific domains
  • Multiple forms of assessment
  • Student achievement is a factor
  • Rubric for teacher observations
  • Mini Classroom Observation/Walk-Through Rubric
    will be available online to pilot this year

62
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63
  • The sacred duty and the joy of each succeeding
    generation of Christian believers has been to
    hand on the deposit of faith that was first
    entrusted to the apostles by Christ himself. We
    have received this gift, the deposit of faith
    we have not conceived it. It is the heritage of
    the whole Church. It is our privilege and our
    responsibility to preserve the memory of Christs
    words and the words themselves and to teach
    future generations of believers to carry out all
    the Christ commanded his apostles. (NDC, p.87)

64
Rich is the person who has a praying friend.
--Janice Hughes
65
  • "This is what the past is for! Every experience
    God gives us, every person He puts in our lives
    is the perfect preparation for the future that
    only He can see." Corrie ten Boom (The Hiding
    Place)

66
Know Yourself
67
  • The language arts curriculum has been designed
    as a cumulative model. Objectives and enabling
    outcomes have been outlined in quarterly
    benchmarks to preserve its viability. In this
    discipline, skills once taught, must always be
    reinforced and built upon as foundational skills
    to achieve higher levels of critical thinking and
    independent learning. Therefore, objectives
    learned from Quarter 1 are represented in
    subsequent quarters with enabling outcomes
    (skills) added on in a cumulative fashion.
    What is written in bold print indicates new
    outcomes that sequentially build on previously
    learned concepts.
  • Language arts is comprised of many disciplines.
    Some strands are taught in isolation at certain
    grade levels and others are consistently
    integrated into other strands. For example,
    listening skills are not taught separately they
    are integrated into written language skills, oral
    language skills, and reading skills. The
    language arts curriculum has been revised to more
    closely represent the Archdiocesan grade
    reporting system for parents. The strand of
    Grammar/Mechanics/Usage has been integrated into
    the Written Language strand since this is
    specifically represented on students report
    cards. In the same way, listening skills have
    been integrated into the Oral Language strand of
    language arts.
  • As students progress in grades, other
    accommodations have been made
  • Grade 1 strands are taught in isolation as this
    is an introductory level
  • Handwriting is fully integrated across all
    content areas by grade 5
  • Oral language and listening skills are fully
    integrated across all content areas by grade 6
  • In grades 7 8, skills are mostly in review
    therefore they are designed in sequential order
    in a yearly format
  • High school curriculum has been designed to
    accommodate specific course essential questions
    Features of LA Curriculum (see pg. 12)

68
Moral conscience and CST imbedded throughout
standards and outcomes
  • EXAMPLES
  • Demonstrate an understanding of the personal
    choices and moral consequences in literature and
    apply these to their own life. (Standard 15)
  • Read to learn more about their God, their faith
    and their role in the mission of the Church.
    (Standards 13,14)
  • Writing essays to persuade, influence, convince,
    defend a moral choice (age-appropriate) essays
    should include title, opening statement (thesis),
    main idea, supporting reasons and details,
    concluding sentence
  • Respect the dignity of others in conversation
    (oral language)

69
  • A. To increase and deepen their experiences and
    understanding of writing genres
  • The students will
  • Decide on a purpose for writing
  • Write at various times during the school day,
    everyday, to record events, take notes, etc.
  • Write a sentence using rhyming words
  • Write based on literature respond to literature
  • Write factual pieces based on what was read make
    personal connections
  • Imitate teacher-modeled correct punctuation and
    capitalization
  • Write complete sentences with correct punctuation
    and capitalization
  • Write from a variety of prompts or pictures
  • Share writing wit others
  • Write in a variety of genres
  • Responses to questions in complete sentences that
    incorporate or repeat the main idea of the
    sentence
  • Personal response logs, journals, blogs (online
    journals must be parent and teacher supervised),
    notes for comprehension
  • Responses to literature that makes connections
    between stories and personal life/experiences
  • Literature journals and book reports
  • Prayers (classroom prayers, Prayers of Faithful
    for use at Mass)
  • Use input devices to write using technology (e.g.
    mouse, keyboard
  • Access and navigate through technology programs
    (including word processing programs)
  • Write to record, discover and develop ideas, to
    influence and entertain, to understand self and
    others. (Standard 4)
  • Apply age-appropriate knowledge of language
    structure and conventions, media techniques,
    figurative language and genre to create text.
    (Standard 6)
  • Use the writing process. (Standard 5)
  • Write for own purposes. (Standard 4)
  • Write to participate in school, parish and local
    civic community life. (Standards 11, 13)
  • Teachers are encouraged to use journal writing
    as an effective learning strategy with students.
    However, teachers who assign journals must
    understand that they are responsible for reading
    entries in a timely manner and taking appropriate
    action if and when students write entries that
    cause alarm (violent or self-destructive remarks,
    for example).

Written Language
70
  • B. To use English language structures and
    conventions
  • to communicate effectively
  • The students will
  • Begin to use capitalization appropriately
  • First word in sentences
  • Proper nouns
  • I
  • Titles
  • Initials
  • Names
  • Months
  • Days of the week
  • Identify sentence types (declarative,
    interrogative, imperative, exclamatory)
  • Identify nouns, verbs, adjective, and adverbs
  • Name self last
  • Use the forms of the verb to be correctly
  • Indent the first sentence of a paragraph
  • Identify complete sentences
  • Use punctuation in sentences
  • Recognize that a paragraph is a group of
    sentences about a main idea. (Standard 4)
  • Demonstrate age-appropriate understanding of
    English language structure and conventions.
    (Standard 6)
  • VIII. The student whose first language is not
    English will use their first language to develop
    competency in English. (Standard 10)
  • Features of LA Curriculum (see pg. 12)

Grammar/ Mechanics/Usage
ELL
71
PH Grade 1 Quarter 2
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