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Academic Plan Update

Office of Curriculum and Instruction

February 7, 2012

Presented by: Linnae Clinton, Executive Director Curriculum and Instruction

Lillian Drakeford, Associate Director, Assessment

Cassandra Ward, Associate Director, Instruction

Lisa Minor, Executive Director, School Improvement

Deirdre Neto, 2010 DPS Teacher of the Year, Wogaman PreK-8

Barry Ryder, Teacher, E.J. Brown PreK-8

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DISTRICT NON-NEGOTIABLES

Kindergarten Readiness

3rd Grade Reading Literacy

Improved Academic Achievement for All

College and Career Readiness

ACADEMIC PLAN

Over-arching vision for the District

State and Federal Funding streams supplement District local funds to afford the District the opportunity to transform itself in innovative ways to improve student achievement outcomes.

DISTRICT LOCAL

FUNDING

IDEAFUNDING

SCHOOL IMPROVEMENT

FUNDING

TITLE FUNDING

RACETO THE TOP FUNDING

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MAJOR ACCOMPLISHMENTS

Made Possible By:

Race to the Top

Title I

Community Partners

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RUN AN EFFECTIVE ORGANIZATION

Textbook Procurement Process Defined & Implemented

Textbook Management System Initiated

Math Textbook Adoption 3-8

2012-13 Curriculum Design Underway

Focus Area Summary

BUILD TEACHER CAPACITY

Common Core Transition Plan Complete

ACT Quality Core Pilot in English 9 & Algebra I

On-going Building – Based Professional Development

IMPLEMENT WITH FIDELITY

Balanced Literacy (171 Respondents) Over half implement all 4 blocks 3-5

times per week Need to “see” implementation

3-Block Math (113 Respondents) Over 60% implement all 3 blocks 50% engage in Mental Math Need Training in Anticipatory Set

Fast ForWord Monitored in all schools

PROVIDE DATA

ISS Support Teacher Survey

82% Helpful – Very Helpful

78% Analyzing Data

67% Support of District Initiatives

Early Literacy

30% - 80% Improvement

National Model Implemented at Westwood

Formative Bus Stops

OCT –JAN

0%

20%

40%

60%

80%

100%

Enter High School Graduate from High School

Enroll in College Persist to Sophomore year

Bachelor's Degree within 6 yrs

Nationally too few students are receiving the academic preparation

necessary to be successful in college.

Source: The College Completion Agenda 2010 Progress Report, The College Board

COLLEGE & CAREER READINESS:

A DISTRICT NON-NEGOTIABLE

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ACT End of Course EXAM Pilot

WHY ACT END OF COURSE EXAMS

Provides research driven college readiness standards aligned to the Common Core

Facilitates a district focus on the

CCS

Establishes high expectations

Requires rigorous curriculum

Promotes alignment of curriculum,

instruction, and assessment

Eye on Algebra I and English 9

200 students; four schools; 6 teachers

Gap analysis/Curriculum audit

Formative assessments

Model instructional units

Pilot End-of-Course Exam

Data analysis to inform curriculum,

instruction, assessment

Summer Learning Opportunity

PILOT

HIGHLIGHTS

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THIRD GRADE READERS ON GRADE LEVEL:

A DISTRICT NON-NEGOTIABLE

Early Literacy Program

Intensive Literacy Intervention 30 - 40 min/day in K-2;

Impacts letter / sound recognition and word fluency;

Benchmarking and progress data to monitor improvement

in all measures;

Winter Benchmarking will take place the week of February

6 – 17th.

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DATA

SAMPLE

ENGAGING FAMILIES IN LITERACY

P A S S P O R T T O R E A D I N G

Designed as a National model –doubles student contact time

Teacher Professional Development

Family Involvement Events

Community Partnerships

Kick–off / Open House

208 in attendance

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RACE TO THE TOP

APPLICATION AREA ETurning Around Low Performing Schools

Lisa Minor, Executive Director School Improvement

Deirdre Neto, 2010 Teacher of the Year, Wogaman PK-8

Barry Ryder, Teacher, E.J. Brown PK-8

Fast ForWord Embedded Instruction

Presentation

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There are four key cognitive skill sets that, when developed

together, improve learning and reading. These skill sets are:

•Memory - The ability to store information and ideas.

•Attention - The ability to focus on information and tasks, and

ignore distractions.

•Processing Rate - The rate at which a student is able to accurately

perceive and manipulate information.

•Sequencing - Placing the detail of information in its accustomed

order (for example, days of the week, the alphabet, etc.).

And because the exercises are based in the science of

how the brain works, the results are lasting and often

life-changing.

APPLICATION AREA ETurning Around Low Performing Schools

THE SCIENCE BEHIND FAST FORWORD

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RUN AN EFFECTIVE ORGANIZATION

What’s AheadThe Next 90 Days

BUILD TEACHER CAPACITY

IMPLEMENT WITH FIDELITY PROVIDE DATA

Analyze DPS Pre-K Data

Audit Special Education Program & IEP Data

Continue Monitoring of Bus Stops & Program Data

FEB –APR 2012

Focus on Special Education Programming & Processes

Implement Textbook Management System

Resource Audit & 5-Year Capital Plan

Summer Programming & Professional Development

Align Pre-K Curriculum to New State Standards

Initiate CCS Model Lessons Gr 6-9

Develop Strategic Plan to Support CCS and District Initiatives

Align Course Sequencing & Instructional Delivery Systems

COMMON CORE TRANSITION TIMELINE

Common Core Transition Timeline

2011 – 12 2012-13 2013 - 14 2014-15

Guidance Documents/Workshops

Instructional Pilots

Train the Trainers

Needs Analysis

Curriculum Alignment K-12 ELA & Math

3-8 Math Adoption

Content Knowledge Professional Development

Formative Assessment Pilots

Curriculum Alignment K-12 Science & Social Studies Science Adoption Cluster, Grade, Department Building Based PD Common Core Aligned District Assessment System

Board Approval of Official Aligned Curriculum English/Language Arts Adoption Ongoing PD New State Assessments Spring 2015

AWARENESS

BUILD CAPACITY

IMPLEMENTATION

MONITOR & SUSTAIN

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Thank

You

THANK

YOU

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