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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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