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EDUCATIONAL DEVELOPMENT ACHIEVEMENT COUNCIL

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Title: EDUCATIONAL DEVELOPMENT ACHIEVEMENT COUNCIL


1
EDUCATIONAL DEVELOPMENT/ ACHIEVEMENT COUNCIL
  • BOE PRESENTATION
  • OCTOBER 30, 2003

2
RATIONALE In September 1993 the Saratoga
Springs City School District created the Saratoga
Springs Curriculum and Instructional Management
Council. The council was designed to promote
a systematic way to address on a regular basis,
the curriculum/program changes that will be
needed in the coming years. The council met
regularly from September 1993 through February
1996.
3
Since that time, the focus both nationally and
at the state level on standards and student
achievement has driven the curriculum.
4
There is again a need to reestablish a systematic
response to critical issues about student
achievement, curriculum and program.
5
The Saratoga Springs City School District Board
of Education has adopted policies that direct
the development and implementation of quality
educational programs and student achievement in
the following policies   341.1 Curriculum study
and improvement 341.11 Responsibility for
initiating improvements 341.12 Curriculum
development procedure
6
In Article III in the agreement between the
Saratoga Springs Teachers Association and the
Board of Education also references this important
role for the professional staff.
7
  • PURPOSE
  • The Educational Development/Achievement Council
    is established to provide an ongoing review and
    monitoring of
  • Standards implementation
  • Curriculum development
  • Program assessment
  • Student achievement.

8
GOAL 1
  • To establish a high performing team that can
    support a quality educational program

9
HOW?
  • Identifying indicators of school success.
  • Evaluating student data, both hard and soft data
    on student performance and the identified
    indicators.
  • Develop recommendations for improvement when
    indicated. These improvements can be curriculum
    related, textbook selection, staff development or
    programmatic.

10
GOAL 2
  • To establish Power Standards, academic and
    behavioral, for the district

11
They will
  • cross discipline boundaries
  • focus the energy and resources of the district
  • be publicized and
  • target strategies that can infuse them into the
    curriculum

12
Power Standards are developed by answering the
following questions
  • What endures?
  • What has leverage?
  • How can we add value to the standards by
    evaluation and focus?
  • Can we move from coverage to focus?

13
Sample Power Standards
  • To read, write, listen and speak for information
    and understanding.
  • To write non-fiction, across disciplines, with
    monthly designated activities at each grade level
    and course of study.
  • To develop information literacy.
  • To effectively read and interpret charts, graphs
    and tables.
  • To compare, contrast and draw conclusions based
    on fact.
  • To cultivate respect and responsibility the
    social curriculum.

14
To define a strategic plan for the review of
programs for each curriculum area in a 3-5 year
cycle.
GOAL 3
15
HOW?
  • program review process will be outlined
  • action teams established to research and present
    findings
  • develop a five-year plan
  • These will be K-12 reviews where applicable.

16
FIVE YEAR CYCLE
  • Year 1 Program Review/Needs Assessment
  • Year 2 Goals and Objectives/Curriculum
    Writing/Materials Selection
  • Year 3 Implementation/In-service
  • Year 4 Monitoring/Adjustment
  • Year 5 Evaluation/Preparation for Program
    Review/Report Recommendations

17
Year 1 Program Review/Needs Assessment
Components and Process
  • Identify an action team to
  • Describe program
  • Does the program meet current SED/national
    standards?
  • Are students achieving at a high level in this
    program, K-12?
  • Where are the gaps, or improvements needed?
  • Update curriculum?
  • New Textbook?
  • Additional resources?
  • Classroom instructional practices?
  • Student performance tasks?
  • Make recommendations.

18
Year 2 Curriculum Development/Goals and
Objectives
  • Identify an action team to
  • Develop goals and objectives for this program,
    based upon the above assessment.
  • Determine learning outcomes.
  • Determine content, learning activities,
    instructional resources.
  • Design methods of evaluation.
  • Design staff development component.

19
Year 3 - Implementation
  • Design an implementation plan.
  • Regular monitoring of all components.
  • Feedback modification, if needed.

20
Year 4 Monitor/Adjustment
  • Continue monitoring key indicators of success.
  • Report trends and identify strengths and needs.
  • Make adjustments to address needs.

21
Year 5 Evaluation/Prepare for Program Review
  • Collect relevant data from all levels and
    buildings from the past three years.
  • Survey staff, review test data and student work.
  • Synthesize and put in summary form.
  • Complete program format.

22
The team will identify strengths and gaps between
the goals and the existing program in writing.
Their findings will be presented to the Council
for discussion. The Council will determine the
category that best characterizes this program.
23
MAJOR REVISION
  • Team will forward the written report and
    recommendation to the Council stating what the
    program revision should include.
  • These could be curriculum writing, textbook
    adoption, resources updated.
  • The budgetary resources necessary to accomplish
    these tasks should be considered and built into
    the budget for the next year.

24
MINOR REVISION
  • Specific recommendations for changes should be
    made.
  • The funding needed will be specified staff
    in-service, specific materials or an identified
    gap that must be addressed.

25
EFFECTIVE
  • Program clearly is achieving stated objectives,
    is current and no updating is needed.
  • The program can remain unchanged until the next
    cycle of review.
  • The written report will be filed.

26
ACTION
  • The Deputy Superintendent will communicate these
    results to the
  • Superintendent
  • Administrative Cabinet
  • Administrative Council
  • Board of Education.
  • Appropriate budgetary recommendation will be made
    as needed.

27
SUGGESTED TIMETABLE
28
COUNCIL MEMBERSHIP
29
ELEMENTARY Judith Hayes, Grade 2 Teacher -
Greenfield Laura Howenstein, Reading Teacher -
Lake Avenue Danielle Hunter, Grade 5 Teacher -
Geyser Road Lisa Knowles, School Psychologist -
Lake Avenue Michelle Laniewski, Parent - Dorothy
Nolan Terra McDermott, Sp.Ed. Teacher - Division
Street Barbara Messier, Principal, -Lake
Avenue Leah Oles, Grade 1 Teacher - Caroline
Street
30
MIDDLE SCHOOL Joanne Blaauboer, Science
Department Head Stuart Byrne, Principal Laura
Canny, Special Education Department Head Marge
Herman, English Department Head Richard Fleming,
Social Studies Department Head Roseann Jackling,
Assistant Principal Pamela Krison, Parent Douglas
Leininger, Mathematics Department Head
31
Lucia Bianchi, Foreign Language Department
Head Frank Crowley, Principal Donna Dobush,
Mathematics Department Head Joseph Favat, English
Department Head Eva Goodwin, Student Janis
Kelleher-Dawsey, Art Department Head Eugene Lees,
Social Studies Department Head Nancy Piscitelli,
Business Department Head Thomas Shiland, Science
Department Head Jeffrey Vredenburg, Music
Department Head
HIGH SCHOOL
32
Stephanie Lang, Director for Assessment/Staff
Development Thomas Mele, Director for Curriculum,
Standards and Elementary Education Carl Strang,
Director of Information Technology Integration
and Services Noreen Walker, Director for Pupil
Services Janice White, Deputy Superintendent
DISTRICT
33
ASSUMPTIONS
ASSUMPTIONS
  • Membership can be expanded or modified as needed
    to reflect areas of study.
  • Recommendations shall be made by consensus.
  • The Council will receive recommendations from the
    action teams established by the Council.
  • All recommendations are to be reviewed by the
    faculty of the buildings that are affected.
  • The Deputy Superintendent will consider all input
    from faculty and Council before finalizing any
    recommendations to the Superintendent for
    consideration by the Board of Education.
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