Report to the Board of Education November 13, 2012 Tri-State - - PowerPoint PPT Presentation

Report to the Board of Education November 13, 2012

Tri-State Consortium

• Consortium of high performing districts in

the tri-state region

• Committed to:
• external evaluation of programs
• best practices
• leadership
• professional development

Tri-State Visiting Team

Martin G. Brooks, Ed.D. Executive Director Kathleen Reilly Director of Training

Representatives of the following School Districts including:

• Herricks
• North Shore
• Oyster Bay-East Norwich
• South Orangetown
• Southampton
• Brewster
• Briarcliff Manor
• Byram Hills
• Croton Harmon
• Croton-on-Hudson
• Easton-Redding

Our Tri State Team

Christopher Michael, Ed.D., Director of ELA and LMC Doreen Gordon, Director of Social Studies and Business Michele Rothfeld, Assistant Superintendent for Personnel and Administration Kyrie Siegel, Ed.D., Assistant Superintendent for Curriculum, Instruction and Technology Claire Hochheiser, Director of PPS Norell Young, Assistant Director of PPS Jane Ruthkowski, Principal Bretton Woods Kristen Reingold, Principal Forest Brook Claudine DiMuzio, Principal Pines Maryann Fletcher, Principal Middle School George Gagliardi, Assistant Principal High School K-12 Teachers: LuAnn Audus, Elizabeth Catalano, Andrea Cody, Phoebe Czachor, Eileen Doda, Michael Florence, Laura Gandolfo, Kristin Harrison, Keri Haviland, Donna Iannucci, Robert Kinnear, Kathleen Meehan, Patti Miller, Christine O’Shaughnessy, Ellen Robbins, and Anne Stebbins

Our Process

• Our discussions about a writing visit

began in August 2011

• It was decided in October 2011 that the

writing visit would focus on ELA and Social Studies

• Supported the work we were doing with

Common Core

Essential Questions

• To what extent is our approach to the teaching of

writing in ELA and Social Studies articulated and aligned, horizontally and vertically K-12?

• To what extent does our approach to writing in ELA

and Social Studies meet the needs of our diverse learners?

• To what extent do our instructional strategies ensure

that our students are producing purposeful, high quality writing which will prepare them for college and career readiness?

Definition of Purposeful, High Quality Writing

How do we define purposeful writing?

 Connected to real world experiences  Meaningful to students  Goal oriented  Includes writing across the disciplines

How do we define high quality writing?

 Incorporates sophisticated vocabulary  Communicates ideas effectively  Includes analysis, discussion, explanation or description  Contains evidence of the writing process  Contains writing techniques and craft such as complex

sentences, voice, and organization

 Makes use of proper spelling and grammar

The 8 Tri State Performance Indicators

Indicators of Student Performance 1. Performance-based Assessment 2. Student Metacognition in the Learning process 3. Student Performance Data Indicators of Internal Support 4. Curriculum and Instruction 5. Professional Learning, Supervision and Evaluation 6. Equitable Support for Student Needs 7. Shared vision and Environment for Change Indicator of External Support 8. Parent and Community Support

Evidence

• Student work samples
• Student projects
• Writing folders
• Teacher, NYS, and commercially produced rubrics
• Assessment data
• Meeting notes and agendas – district, building and department
• Presentations - district and classroom,
• Curriculum goals and access to Atlas
• Professional development plans/courses
• Surveys – students, parents and teachers
• Classroom visits
• Shadowing and interviewing of students
• Interviews with district and community members

Commendations

• K-12 creative projects focused on developing writing skills
• National History Day Program and its expansion
• Evidence across grade levels of Performance-based Assessments
• K-12 use of rubrics
• Utilization of reflection techniques- annotations, models and guiding questions
• Data dissemination to teachers and parents
• Director led initiatives in curriculum and instruction in K-12 ELA and SS
• Common units of study K-5 ,
• MS common units in the Writers Workshop
• Common writing projects across MS and HS
• Common DBQs in grades 4-11 with same rubrics
• Utilization of Atlas and curriculum projects
• Professional Development opportunities
• Outside resources – Nancy Doda, Candy McKay, Joanne Morgan, etc.
• Student choice at the HS – self select and electives
• High expectation for all students’ writing assignments which support

students’ growth as writers

• Understanding of the importance of vertical and horizontal alignment
• f K-12 writing program and working to incorporate CCS
• District provides ongoing information to parents through the use of the website
• Responsiveness of teaching and administrative staff to parent and student

needs

• Open lines of communication and high level of professionalism observed
• Dedication of staff and directors in supporting students’ successful writing

Recommendations and Our Plan

Recommendations

• Make PBAs a priority for high quality

writing

• Provide more formal experiences for

metacognition across the grade levels

• Create and implement common assessment

tools

• Full implementation of Atlas or other

curriculum tools to continue facilitating an aligned and articulated curriculum

Our Plan of Action

• Tri State PADI, National History Day,

Literacy Collaborative writing units, Nancy Doda

• District developed Common Core (CC)

template, rubric development, additional self assessment tools

• Departmental midterms, finals in the HS

and MS , writing units K-5, 4th and 5th grade DBQ, curriculum development, pre assessments (APPR)

• Summer curriculum work, integrate CC

units of study, Putnam North Westchester integrated SS and ELA curriculum

Recommendations and Our Plan

Recommendations

• Provide opportunities for teachers to

examine student work and collaborate

• Develop writing rubrics K-12
• Create exit outcomes by grade levels
• Transitions 5th to 6th grade and 8th to 9th

grade

• Share common definitions and goals
• More defined SS curriculum and priorities
• f SS at the elementary level
• Bring the ELA and SS departments

together to identify common ground

Our Plan of Action

• Work in department and building level

meetings, use of the Charlotte Danielson Rubric language, mission statement development

• NYS has released the draft of the new

SS Common Core aligned curriculum, Putnam North Westchester BOCES ELA and SS aligned curriculum K-6 that will include training on Long Island, Literacy Collaborative realignment (coaches)

• Plans for ELA-SS combined department

meetings in spring 2013 and to continue this in the future

• Department and grade level meetings will

share student work and create exemplars according to a district rubric

Please feel free to ask any questions.