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Radnor Township School District Curriculum, Instruction, Assessment & Professional Development

Radnor Township School District Curriculum, Instruction, Assessment & Professional Development. Guaranteed and Viable Curriculum. “… If we follow the guidance offered from 35 years of research, we can enter an era of unprecedented effectiveness for the public practice of education …”

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Radnor Township School District Curriculum, Instruction, Assessment & Professional Development

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  1. Radnor Township School District Curriculum, Instruction, Assessment & Professional Development

  2. Guaranteed and Viable Curriculum • “… If we follow the guidance offered from 35 years of research, we can enter an era of unprecedented effectiveness for the public practice of education …” • A synthesis of research data reveals that a guaranteed and viable curriculum is the school-level factor that has the most impact on student achievement yet it is probably the hardest to implement. -Robert Marzano

  3. Who are we? • Beautiful, safe schools • Highly competent, hard-working, caring teachers • Involved parents and community • 38 National Merit Scholars • 97% of our students attend post-secondary schools • 96% attendance rate • 98% graduation rate • Materials and resources are more than adequate

  4. Who are we? • We’ve made AYP every year since NCLB was enacted. • Our achievement gap of students at or above proficiency on PSSA is:

  5. Who are we? Black students represent 4.8% of our overall student population, but over 8% of our Special Education population and under 1% of gifted.

  6. Who are we? • In 2010, 46 grade 5 students moved down one or more categories on the PSSA in reading as compared to their performance in grade 3 in 2008. • In 2007 78% of students from our grade 8 cohort scored in the advance category on the PSSA in reading. In 2010 64% of the matched cohort group scored in the advanced category. Specifically, 41 of the 293 students moved down from the advanced category to the proficient category. • The percentage of students scoring in the advanced category in reading on the PSSA from 2008 to 2010 was 86%, 86%, 81% respectively. The percentage of students in grade 11 scoring advanced was 62%, 69%, 64%.

  7. Who are we? • In 2009, 22% of grade 3 students demonstrated above grade level reading skills on a district-wide reading assessment. • In 2010, 17% of grade 3 students demonstrated above grade level reading skills on a district-wide reading assessment. • In 2011, 16% of grade 3 students demonstrated above grade level reading skills on a district-wide reading assessment.

  8. Who are we? There’s a very strong positive correlation between income and SAT test scores.* Radnor's average per capita income is more than 50% higher than the statewide average. RTSD’s average SAT scores are 22% higher than the statewide average. *New York Times, August 27, 2009 The R2 for each test average/income range chart is about 0.95.

  9. Who do we want to be?

  10. Who can we become? • We have the human resources, material resources and demographics to be #1 in the state, if not the nation. • We can’t reach goals we never set – having a shared vision for our Radnor graduates will help us realize that vision.

  11. Who can we become? • Our achievement gap is small enough to obliterate with intentional action. • We can improve the life options and chances of many more of our students by carefully guiding them to participate in one or more AP classes.

  12. Building for the FutureNew for 2011-12Elementary • Online, Standards-based Progress Report • Expanded, Consistent, Core Reading, Writing & Vocabulary Program • Expanded Junior Great Books Integration • Updated EDM Materials • NWEA MAP Testing Pre & Post, 1-5 • Diagnostic Entrance Assessments, K

  13. Building for the FutureUnder Construction 2011-12Elementary • “Assessment First” • Core Reading Program Interventions for IEP Students. • Above Grade Level Replacement Materials for Advanced Students. • Inter-school Alignment of Gifted Ed Services. • Revitalized Guided Reading Protocols. • Redefined Data Teams.

  14. Building for the FutureNew for 2011-12Middle School • Replacement Reading Materials for Advanced Students. • Replacement Vocabulary Units for Advanced Students. • Updated Course Overviews. • Common Writing Assessments. • Updated Writing Rubrics. • Content-specific Mentored Learning Modules (Pilot). • NWEA MAP Testing 6-8. • Vertical Teams.

  15. Building for the FutureUnder Construction 2011-12Middle School • Common Assessments. • Response to Algebra 1 Keystone Exam. • Algebra 1 CDT Strategy. • Life Sciences, Biology CCS & Keystones Alignment. • Social Studies CCS & Keystones Alignment. • Note-taking Skills Integration, All Courses.

  16. Building for the FutureNew for 2011-12High School • Study Skills Classes – 9th Grade. • PSAT Administration 9-12. • Content-specific Mentored Learning Modules (Pilot). • Vertical Teams.

  17. Building for the FutureUnder Construction 2011-12High School • Life Sciences, Biology CCS & Keystones Alignment. • Social Studies CCS & Keystones Alignment. • English Composition & Literature, CCS & Keystones Alignment. • Detailed, Public Curriculum Documents. • Common Assessments. • Note-taking Skills Integration, All Classes. • PSAT Data Response Protocols. • AP Access & Increased Test Participation Strategies • Radnor Scholars Program

  18. Building for the FutureBuilding Blocks Leadership Professional Development Vertical Teams Board Communication Data Analysis Response to Assessment Parent Communication Accountability

  19. Vertical Teams: Description • Educators from different grade levels who work together to develop a guaranteed, viable, curriculum providing a seamless transition from grade to grade, sequencing, or linking elementary curriculum with middle level curriculum and middle level curriculum with high school curriculum. • Each team consists of discipline-based, committed elementary, middle and high school members with a shared vision of student potential, knowledge of the curriculum at all grade levels, awareness of the skills required for success in advanced courses & ability to communicate with grade –level peers.

  20. Leadership • Participates in • Goal Setting • Decision-making • Professional Development • Implementation • Communicates • Unified Message • Performance Expectations • Resources • Accountability Measures • Successes & Challenges • Supports • Students • Teachers • Parents • Each Other • Responds to • Feedback • Changes • Crises

  21. RUMORS INNUENDO QUESTIONS MISINFORMATION

  22. OTHER TOPICS • Coordination of grading systems and marking period end dates. • Substitutes for professional days (or any other • discretionary purpose) must be approved in • advance. • Professional Development days held here will now include teachers logging in to MyLearningPlan and registering for sessions they’re attending. • Gifted Ed services – new RMS, RHS modules. • Conference request/professional day requests : now a section of the form that includes supplemental pay (if any). Please be sure this is filled out before signing off at building level and sending.

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