1.1 FORMATIVE ASSESSMENT DELIVERABLE

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1 1.1 FORMATIVE ASSESSMENT DELIVERABLE Curriculum, Instruction & Assessment Committee STRATEGY 1 We will redesign curriculum, instruction and assessment to support learner-centered environments (e.g. reimagining seat-time, multiple pathways, competency standards). RESULT STATEMENT 1.1 Establish and implement formative assessment methods that involve students in the assessment process including: goal-setting conferences, portfolio-based assessments, and student-led conferences. STATEMENT OF RATIONALE 1.1 Learner-centered instruction and environments place significant responsibility in the hands of students for understanding and defining their learning objectives - both broad and specific - and for assessing their own progress relative to those objectives with the help of supportive teacher-mentors. While many teachers across the district have incorporated some form of student self-assessment into their teaching, students have not been systematically engaged in partnering with teachers to identify their own strengths and needs, and to establishing personal learning goals. This deliverable establishes a series of actions that will empower students in grades K-12 to more deeply understand curriculum goals and objectives, and to work closely with their teachers to define challenging but achievable personalized learning outcomes in each subject area and how best to reach them. ACTION STEPS 1.1: 1. Implement goal-setting conferences 1.1. Teachers create or use existing course syllabi for each course in grades 6-12 to identify broad learning objectives within units of study 1.2. Teachers create essential questions and enduring understandings for each unit of study, grades K Teachers and curriculum coordinators do an inventory of existing learning progressions that align to units of study and standards 1.4. Curriculum coordinators and teachers create learning progressions for core subject areas or lift them from existing curricula resources (i.e. units of study for teaqching reading, writing pathways, etc.), ensuring that each progression

2 identifies levels of competencies that are below as well as above and far above grade level 1.5. Teams of subject area teachers create and modify rubrics for major assignments specific to grade or developmental level Ensure that for each learning progression and rubric there are student-facing versions and teacher-facing versions 1.7. Identify a professional development provider or leader within the school to work with groups of teachers and administrators on grade level teams or within subject area teams to practice evaluating work against the learning progression to gain comfort and fluency with the learning progressions and rubrics Identify professional development provider and in-school leader or coach to model and coach teachers to conduct goal-setting conferences 1.9. Create schedules to allow teacher teams to meet one hour a week during a common planning time that is not a prep period to practice looking at student work against progressions and rubrics to ensure inter-rater reliability Professional development provider and in-school leader or coaches will conduct several lab sites to practice goal-setting conferences with teacher teams so they feel comfortable with the structure, expected outcomes, and pacing of the conference Administrators and teachers identify demonstration classrooms and schedule time for teachers to visit and watch goal-setting conferences Teachers conduct goal-setting conferences with each individual student or in small groups every 6-8 weeks using rubrics, learning progressions, and artifacts of student work (i.e. writing, tests, quizzes, projects, etc.) During goal-setting conferences, teachers help students to identify specific, attainable, challenging goals relative to existing objectives, progressions, and rubrics (SMART goals) Administrators will use Danielson s Assessment in Instruction, domain 3D, to provide feedback to teachers implementation of goal-setting conferences. 2. Establish Portfolio-Based Assessments for grades K Decide on a online platform/system that will house the artifacts of student learning as part of a portfolio-based assessment (i.e. Google Drive, folders) Determine each teacher s comfort level with the chosen platform Provide professional development of chosen platform based on need Convene a team of teachers within each school building to create an exemplar portfolio with select pieces of student work that clearly demonstrate a progression in the mastery of skills aligned to learning progressions, and that

3 include both products and processes, and reflection on the work (i.e. edited rough drafts, final piece, math tests and retakes showing improvement, rubrics showing students self-assessments, etc.). This may happen with the support of a curriculum coordinator or school-based coach Convene cross-district grade level teams and curriculum coordinator to decide the quantity of work that students will put into a portfolio each year, the subject areas that will be represented within the portfolios, and the frequency with which portfolios will be updated. (The guidelines will vary grade-to-grade.) This may happen with the support of a curriculum coordinator or school-based coach Building or district leadership will convene grade level students by team to launch the introduction of portfolios, the purpose and rationale Teachers will set aside time of their choosing to periodically support students in their selection of their pieces/work as well as the time to reflect on portfolios. (i.e. once a month portfolio Fridays) Portfolios will be shared with parents any time a student s work, grades, proficiencies are being discussed. Portfolios will be used in IEP meetings to decide on appropriate services for students Platform system will be evaluated annually and updated as new or more innovative technology is available. 3. Involve students in parent-teacher conferences so that these conferences become student-led 3.1. Teachers in grades K-5 will select a few students (depending on their comfort level) with whom to pilot student-led conferences 3.2. Students in grades K-5 will, with the support of their teachers, prepare for the conference Students in grades K-5, will, with the support of their teachers, practice describing their goals and explaining how the samples in their portfolio demonstrates work toward the goals. TERMS DEFINED 1.1 Formative Assessment is a dynamic form of evaluation that allows teachers and students to uncover weaknesses and strengths in order to adequately modify instructional time. Goal Setting Conference is a 5-10 minute meeting between a teacher and student to identify a goal which will focus the differentiated instruction and student s individual work for the subsequent 4-6 weeks.

4 Portfolio-Based Assessments are student-archive examples of their learning and work toward goals. These portfolios are used to demonstrate learning and to set future goals to support ongoing learning. Student Led Conferences are conferences where a student sits with the parent(s)/caregivers and teachers, and takes the lead in describing their goals and work toward their goals. These would be in place of traditional Parent-teacher conferences. Syllabus should include an overview of course content, core learning objectives, links to state standards where applicable, course readings and texts, and major assignments. Learning Progression is a developmental sequence of knowledge and skills relative to the mastery of certain academic proficiencies necessary in higher education. Rubric is a set of criteria to assess how a student performed in a class, project or performance assessment. Rubrics may be created to evaluate progress along the learning continuum, process, academic habits, skills, and/or products. SMART goal is a goal that is specific, measurable, attainable, results-oriented and time-bound.

5 1.2 INTEGRATED ELEMENTARY SCIENCE / SOCIAL STUDIES DELIVERABLE Curriculum, Instruction & Assessment Committee STRATEGY 1 We will redesign curriculum, instruction and assessment to support learner-centered environments (e.g. reimagining seat-time, multiple pathways, competency standards). RESULT STATEMENT 1.2 Develop one integrated content unit per grade level, organized around national subject area standards, to be piloted in each of grades K - 5. STATEMENT OF RATIONALE 1.2 The adoption of the Common Core State Standards, recently reformulated in New Jersey as the 2016 New Jersey Student Learning Standards, has foregrounded the potential role of rich content in science and social studies to enhance student engagement and learning across multiple subject areas. The new emphasis on students development of literacy within the context of science, history and the technical subjects, supported by research on the contribution of in-depth vocabulary and content knowledge in the elementary years to later reading achievement, has renewed calls for a more integrated approach to curriculum planning - one that brings together content in science, social studies, literacy and math in units of study integrated around a theme or topic. ACTION STEPS Convene committee of cross grade/curricular faculty; the committee will consist of: 1.1. At a minimum 2 classroom teachers per grade level and a member of the administrative/supervisory team 1.2. Teachers with expertise in various subjects - art, music, science, social studies, physical education, media/technology, and world languages 2. Committee members will research core content standards: 2.1. Start with Next Generation Science Standards K Identify relevant connections to include social studies, ELA, math, etc Include global studies, multicultural, and social justice perspectives 3. Committee members will become familiar with Understanding By Design (UBD) Unit Planning Template

6 4. Each committee will design, write, and pilot one integrated unit per grade around the following themes: 4.1. K - Trees Weather and Seasons Forces and Motion Simple Machines Plant/Animal Adaptations Exploring Ecosystems/Sustainability *Collaborative planning and implementation between K/1, 2/3, 4/5 should occur as needed due to related content within units 5. Use UBD template and sample model unit to create the interdisciplinary units. These units should include: 5.1. Essential questions 5.2. Grade level standards in science, social studies, ELA, and math 5.3. Scope and sequence of teaching and learning activities 5.4. Resource and materials list (including anchor texts) 5.5. Field experience suggestions 5.6. Interdisciplinary assessments based on the model for student choice, differentiation and self assessment. - Expert, Researcher, Investigator TERMS DEFINED 1.2 Understanding By Design is a widely-used framework for curriculum planning developed by nationally-recognized educators Grant Wiggins and Jay McTighe.

7 1.3 MIDDLE SCHOOL MATH LAB DELIVERABLE Curriculum, Instruction & Assessment Committee STRATEGY 1 We will redesign curriculum, instruction and assessment to support learner-centered environments (e.g. reimagining seat-time, multiple pathways, competency standards). RESULT STATEMENT 1.3 Implement Lab Classrooms in the middle schools to identify, model and develop instructional practices, and materials that create Learner -Centered environments with a focus on: Cooperative learning and Inquiry-based instruction. STATEMENT OF RATIONALE 1.3 The Common Core State Standards for Mathematics (CCSSM) call for a fundamental shift in the culture and the practices of mathematics classrooms. The content standards in CCSSM aim toward focus and coherence, deeper understanding, and an increase in richer connections and applications than are currently present in most curricula. Equally important, the standards for mathematical practice require a deeper, richer form of student engagement with mathematics. In particular, students will be required to: make sense of problems and persevere in solving them reason abstractly and quantitatively construct viable arguments and critique the reasoning of others model with mathematics (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010, from: ) The models, strategies, and materials used in the Lab Classrooms will increase both the engagement level among students during class time and students' depth of understanding of the material, allowing students to actually do mathematics and develop their mathematical thinking. The teacher will direct thoughtful and focused classroom conversations and analysis of the mathematical concepts, as well as provide direct instruction. ACTION STEPS In year one, teachers and administrators, will research, explore, and select instructional models and curriculum, as well as, professional development providers from among research-based, nationally-recognized sources.

8 1.1. At least one teacher or co-teaching pair in grade level, honors and accelerated classes ( lab teachers ) will participate in extensive professional development Lab teachers will develop deep understanding of the skills needed to thoughtfully and thoroughly create a classroom that is based on cooperative learning and inquiry-based problem solving It is strongly suggested that lab teachers, as they attend workshops and learn more about inquiry-based learning and cooperative learning, begin to incrementally implement aspects of these models into their teaching in order to acclimate to the transition that will occur full-scale the following year Lab teachers will receive ongoing support from a math coach and administration at the school and district Community members with relevant expertise may be consulted for additional support or guidance. 2. In year two, lab teachers will implement the chosen practices, models, and/or materials with complete investment for the entire school year The school schedule will be structured to ensure collaboration and periodic inter-visitations among lab teachers as well as visits by other math teachers in the district Using a lesson-study approach, lab teachers will meet with each other weekly to discuss successes and challenges and what adjustments need to be made in order to achieve higher-quality, more effective implementation - with particular attention to students learning and the district s mission and enduring values Lab teacher will continue to be supported by a math coach, their building and district leaders, and community members. 3. We will use multiple measures to assess progress Lab teachers will engage in periodic inter-visitations and lesson debriefs, and present their general experience and learning, as well as progress in their classrooms during the initial year of implementation Other teachers will be invited to observe classes both for additional perspective to assess progress and for their own professional learning The team will select a mathematics-specific, research-based observation tool to provide a common framework and language to monitor progress and make adjustments during inter-visitations. (suggested observation tools include Five by Eight Card and TRU Math

9 3.4. At mid year and the end of the year, lab teachers will reflect on the status of their currents students and compare scores and assessments among students of previous years (in aggregate). TERMS DEFINED 1.3 Lab classroom is a model classroom that implements, tests and refines new instructional practices, models, and/or curricular materials. It serves as a resource for the school or district explore and develop new practices and materials, and as a professional learning resource for other teachers in the school and district. Lesson Study is a process in which teachers collaboratively plan, observe, analyze and refine classroom lessons, referred to in the lesson study context as research lessons, because they bring to life teachers hypotheses about high-quality instruction, and because teachers carefully document student reactions to instruction. The resulting data are used to improve future teaching and learning (Lewis & Hurd, 2011). (Also see LS/lesson_study.html for example) Cooperative learning is a teaching strategy in which small groups of students - ideally 4 students - work together with assigned roles and routines to solve problems. This serves as a way for students to practice cognitive rehearsal through discussion and explanation and offers opportunities for self and peer assessment. Students will develop a deeper understanding of concepts and information and creates knowledge that is enduring. Inquiry-based learning is an instructional and learning model where teachers strategically plan and facilitate experiences and where students learn through a process of investigation and discovery. In Inquiry students take a more active role by engaging in the various aspects of inquiry: engaging in (and sometimes generating) mathematical questions, giving priority to evidence in responding to questions, formulating explanations from evidence, connecting explanations to mathematical knowledge, and communicating and justifying explanations. At different times these aspects may be more teacher-directed or student-owned depending on the particular learning goals of the lesson and needs of the students. This requires highlystrategic, well-planned instruction, and consistent formative assessment to gauge student progress and understanding. Teachers need to employ a variety of strategies to facilitate thoughtful and focused classroom conversations and analysis, and consistent structure to the classroom that engages all students. (see Table 2-6. Essential Features of Classroom Inquiry and Their Variations From: National Research Council, Inquiry and The National Science Education Standards, National Academy Press, )

10 1.4 HIGH SCHOOL MATH DELIVERABLE Curriculum, Instruction & Assessment Committee STRATEGY 1 We will redesign curriculum, instruction and assessment to support learner-centered environments. RESULT STATEMENT 1.4 Implement math courses to support learner-centered (mastery-based) learning of relevant curriculum. STATEMENT OF RATIONALE 1.4 The school district has audited existing math curriculum to determine its alignment with college and career readiness standards. Gaps have been identified, such as the need for more coding, and the need for multiple pathways to higher level math. This deliverable addresses these needs. ACTION STEPS Pilot two courses with the goal of creating a model of an alternate path to high-level mathematics at the high school level: 1.1. Algebra I 9-3 for transition to honors and AP calculus (to explore pacing and its impact on deeper mastery and student engagement in math) Create a defining document and syllabus that details coursework, responsibilities of teachers, families, and students Notify families of students enrolled in the existing section of their option to opt out Create the curriculum and make use of outside resources including online tools that support the mastery-based curriculum (i.e. Khan Academy), and formative assessments Assess student satisfaction and experiences with the course, and adjust as needed Assess student growth from beginning to end, as well as whether they have met specific objectives as stated in the syllabus 1.2. AP Computer Science A with pre-calculus examples (to explore the integration of coding and computer science concepts into more traditional mathematics coursework) Create a defining document and syllabus that details coursework, responsibilities of teachers, families, and students. Satisfies the precalculus prerequisite for students enrolling the following year in AP Calculus.

11 Notify families of students enrolled in the existing section of their option to opt out Create the curriculum and make use of outside resources including online tools that support the mastery-based curriculum, and formative assessments Assess student satisfaction and experiences with the course, and adjust as needed Assess student growth from beginning to end, as well as whether they have met specific objectives as stated in the syllabus 1.3. Assemble a coding and computer science coordinating council, consisting of an advisory committee and an executive committee The advisory group consists of four members from the community with academic and business expertise in coding and computer science, while the executive committee shall consist of the assistant superintendent for curriculum, the principals for the middle schools and high school, the heads of STEM for 6-8 and 9-12, and the lead teacher for computer science. (done) Coordinate related curriculum for K-12, considering the guidelines from Organize participation in national hour of code Train (at no cost) existing staff from math and CTE to allow for a larger percentage of high school students to fulfill a practical arts requirement by taking the introduction to web programming course. This course serves as a gateway to a growing number of STEM course offerings which assume a knowledge of basic coding Include students from the AP Computer Science classes to serve as interns for the Community (Action Plan 8) project to create an online database of community resources Math faculty are invited to observe in pilot classrooms 1.5. Review student surveys, assessments and overall course results with math faculty 1.6. Math faculty discuss the possibilities for restructuring math pathways for students at the high school level. TERMS DEFINED 1.4 Mastery-Based Learning is an individualized approach to student learning that personalizes instructional pace based on assessment of discipline-specific mastery. (See Addendum of Clarification from the Strategic Direction Committee, April 19, 2016.) Relevant Curriculum is curriculum that is revised to reflect present-day disciplinespecific career opportunities and the expected skill set of entry-level college students. (See Student Performance Statement of the Strategic Direction documents, Jan 25, 2016).

12 Algebra I 9-3 is the algebra class a freshman in high school would take in the college prep track. AP Calculus is a college level calculus course. Students may choose to take this course for habits of mind and practice with a skill set necessary for success in college, and the potential to take the AP exam for which a passing grade can earn them college credit. (Calculus is typically taken after Precalculus, which is itself taken after Algebra II) Khan Academy is an online database of focus lessons and accompanying work materials. Using this online database allows for more individualized and customized assignments outside of the classroom. (Note: Khan Academy is simply one example of this type of platform; others will likely be used in addition to Khan Academy). Formative Assessment is any assessment that informs future teaching and enhances further learning for the student. Advanced Honors Precalculus is the preparatory class for students going into AP Calculus BC.

13 1.5 SECONDARY WRITING INSTRUCTION DELIVERABLE Curriculum, Instruction & Assessment Committee STRATEGY 1 We will redesign curriculum, instruction and assessment to support learner-centered environments (e.g. reimagining seat-time, multiple pathways, competency standards). RESULT STATEMENT 1.5 Establish consistent goals, shared curriculum units and assessment procedures for secondary writing instruction that enhance opportunities for personalized learning and the development of high-level writing skills for all students. STATEMENT OF RATIONALE 1.5 Writing has been identified among the academic skills most strongly correlated with student success in college and in many 21st century work environments. With the adoption of the Common Core State Standards, now reformulated as the 2016 New Jersey Student Learning Standards, writing instruction has been organized around three core genres - argumentation, informational writing and narrative - with a renewed focus on the quality of student writing products as well as writing processes. This deliverable builds on the momentum of recent ELA curriculum development work accomplished at CHS (See Additional Resources below for the March 2016 ELA Curriculum Revision for Grades 9 and 10), that includes the design of thematic modules around core texts, and the identification of in-common writing outcomes, tasks and activities for grades 9 and 10. ACTION STEPS Teachers will collaborate to develop a writing curriculum for grades 6-12 that establishes a logical developmental progression and greater consistency across classrooms in the expectations, instructional supports and learning outcomes for student writing: 1.1. Teachers of Grade 9-12 ELA at Columbia High School recognized for their expertise in writing instruction, together with the ELA Supervisor, will complete (where already in progress) or develop thematic units for writing In-common writing outcomes per quarter for each grade level and each grade elective course that draw on the 2016 New Jersey Student Learning Standards for English Language Arts/Writing Teaching units for each grade-level thematic module that articulate the teaching of writing/composition based on best practices in writing instruction, aligned with the identified quarterly outcomes.

14 1.1.3 In-common evaluation rubrics for both a writing process piece and on-demand writing in each quarterly unit module. Rubrics should be aligned with writing outcomes in the New Jersey Student Learning Standards (formerly the Common Core State Standards), and address separately the genres of literary analysis (completed), narrative (in-progress), argumentation, and research for each grade level. 1.2 Teachers will meet in grade-level teams to analyze pieces of student writing using the new rubrics, to begin to establish inter-rater agreement and shared understandings of what constitutes high-, medium-, and low-level student work in each of the main writing genres, and to discuss how to appropriately scaffold individual student growth 1.3 Upon completion of this work in grades 9-12, a team of CHS ELA instructional teacherleaders will collaborate with SOMS and MMS ELA teachers in developing and aligning incommon writing outcomes, activities, and rubrics for grades 6-8, to ensure consistent personalized student growth in writing throughout middle school, and allow students to more smoothly transition into the demands of high school writing. 1.4 All ELA teachers at CHS during Year 1, and, in year 2, MMS and SOMS, will participate in sustained professional development on writing instruction, of which the design of curriculum and assessment will be a part. The Professional Development on best practices should be provided by a recognized leader in writing instruction, such as a National Writing Project affiliate (e.g. the Rutgers Writing Conference). TERMS DEFINED 1.5 N/A

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