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Curriculum Work Group Kick Off. FRPS June 26, 2014. Agenda. Setting the context; Identifying the scope of the work Logistics. District Mission.
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Curriculum Work Group Kick Off FRPS June 26, 2014
Agenda • Setting the context; • Identifying the scope of the work • Logistics
District Mission All students in the Fall River Public Schools will graduate from high school career and college ready with the academic knowledge, motivation, aspiration, and social consciousness necessary for personal and professional success. FRPS District Improvement Plan 2010
Our Goal Massachusetts Definition of College and Career Readiness Approved by Massachusetts Board of Elementary and Secondary Education on February 26, 2013; Massachusetts Board of Higher Education on March 12, 2013. Massachusetts students who are college and career ready will demonstrate the knowledge, skills and abilities that are necessary to successfully complete entry-level, credit-bearing college courses, participate in certificate or workplace training programs, and enter economically viable career pathways.
FRPS Instructional Priorities • Build knowledge through content rich non-fiction • Reading, writing and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language • Posing complex questions of complex text at the story, paragraph, sentence, phrase, and word level • Hold all students accountable for grappling with that complex question (e.g., evidence from the text, academic discourse) • Provide feedback and scaffold student thinking of the response to that complex question. • Retell/WIDA Academic Language • Social Emotional Learning Skills • RTI (Academic & Non-Academic Needs)
PARCC PARCC is based on the core belief that assessment should work as a tool for enhancing teaching and learning. Because the assessments are aligned with the new, more rigorous Common Core State Standards (CCSS), they ensure that every child is on a path to college and career readiness by measuring what students should know at each grade level. https://www.parcconline.org/
MCAS Multiple Choice GRADE 5 ELA Which conclusion about a burned-over forest is supported by information in the section titled “Changes over the Years”? A. It will eventually recover and grow again. B. It faces increased risk of a second forest fire. C. It provides poor living conditions for all wildlife. D. It becomes an attractive spot for tourists and researchers.
PARCC Multiple Choice Part A Question: What is the purpose of the braces described in paragraph 6 of the article? a. They fix broken tree limbs, so a tree house will not fall down. b. They lock several trees together, so almost any kind of tree can be used. c. They join two trees into one unit, so a tree house looks secure. d. They help trees hold up a tree house, so the trees will not break. Part B Question: Which two details from the article help support the answer to Part A? a. “Designing unique tree houses may sound tough, but Jonathan says it's no sweat.” b. "’Hardwoods such as oak, maple, or hickory make the best trees for houses—but I did once build a wonderful tree house in a crabapple tree.’” c. “’My tree house is in two trees—an oak and a fir—and has three posts to support the weight.’” d. “As a certified arborist, Jonathan tries to never harm the trees.” e. "The tree's center of gravity is at the top and the ends of its branches, so I build a house down at the center of the tree. . . ” f. "The tree grows over the artificial limbs, and they become part of the tree, . . .”
Should We Administer PARCC SY14-15? Pro’s 1. Schools are “held harmless” for accountability status SY 14-15. 2. Students get an additional year of practice taking PARCC prior to SY15-16 which is the anticipated date of using PARCC for accountability. 3. Teachers get an additional year to analyze student performance on PARCC prior to SY15-16 which is the anticipated date of using PARCC for accountability. Con’s 1. MCAS is a more consistent measure of progress for schools. 2. Students would be taking an assessment they have little familiarity with given that district benchmarks will begin transition to PARCC in SY14-15. 3. Teachers will be preparing students to take an assessment they are just beginning to understand and is not fully supported by district benchmark system.
What makes a curriculum “good”? ? ? ? ? ? ?
“The fact that the material you are dealing with has meaning does not guarantee that the meaning will be remembered. If you think about that meaning, the meaning will reside in memory. If you don't, it won't.”
We remember what we think about. The goal of any lesson plan is to get students to think.
Effective Teaching = Effective Learning The goal of any lesson plan is to get students to think. Students are thinking when they grapplewith and perseverethrough complex tasks.
Guidance for Struggling Learners Do the curriculum maps provide guidance to teachers on how to support the learning of academically fragile and/or diverse learners so that they successfully grapple and persevere through complex tasks?
FRPS Instructional Priorities • Build knowledge through content rich non-fiction • Reading, writing and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language • Posing complex questions of complex text at the story, paragraph, sentence, phrase, and word level • Hold all students accountable for grappling with that complex question (e.g., evidence from the text, academic discourse) • Provide feedback and scaffold student thinking of the response to that complex question. • Retell/WIDA Academic Language • Social Emotional Learning Skills • RTI (Academic & Non-Academic Needs)
Logistics • Team Facilitator • Track Hours on Time Sheet (up to 30 hours per person) • Final Products due on August 15th • Lead Supports
