Curriculum Committee Meeting

1. Curriculum Committee Meeting March 20, 2018

2. Introduction Catherine Gehman - 4th Grade GES Melissa Schmitz - Coach GES/WES Melissa Woodard - Assistant Superintendent Academics

3. AGENDA Elementary ELA Curriculum • Overview of Units of Study ESSA Requirements Overview Elementary Reporting of Progress

4. Elementary ELA Curriculum Presentation Why Units of Study? • Students become powerful readers and writers who read and write for real reasons --to advocate for themselves and others, to deepen their own and others’ knowledge, to illuminate the lives they live and the world they are a part of. “I believe that education is the fundamental method of social progress and reform.” John Dewey

5. Data Supporting Implementation

6. Research Base • Emphasis on a high volume of high-success, high-interest reading • Students should be reading texts they can read independently • Supports students in building a knowledge-base through nonfiction reading • Teaches comprehension skills and strategies to support reading achievement • Emphasizes the value of the read-aloud • Incorporates instruction on foundational skills/phonics • Emphasizes a high volume of writing • Promotes literacy-rich content area instruction • Assessment-based conferring and small group work

7. A Memory and a Metaphor

8. To provide the richest, happiest, most powerful reading and writing life as possible to each of my learners through a workshop structure, quality instruction, and time to read and write. My Goal

9. A Rich, Happy, Powerful Reading and Writing Life Is all about… • An effective workshop structure • Effective teaching • Time to read and time to write

10. A Closer Look at Workshop English Language Arts 120 Minutes per day • Read Aloud • Reading Workshop • Writing Workshop • Word Study

11. Mini Lesson - 10-12 minutes

12. Active Engagement

13. Independent Work Time

14. Conferring

15. Sharing

16. Assessing Students • Pre and Post Assessments • F & P Running Records for both instructional and independent levels • Teacher anecdotal records • District Comprehension and Writing Assessments • 4 Sight Tests • PSSA Scores • Teacher Collaboration

17. Excitement Transfers Kids are reading and writing beyond workshop: • Writing poems, stories, essays • Creating presentations that mean something to them • Creating their own lunch book clubs • Taping reader’s theatres … all because they want to, and all because they can.

18. Creating Reading and Writing Lives

19. The Goal of Professional Development Teachers Goal: To provide the richest, happiest, most powerful reading and writing life as possible to each of my learners through a workshop structure, quality instruction, and time to read and write. Coaches Goal: ...and for that to happen, teachers also need the richest, happiest, most powerful professional education that we can give them.

20. Results

21. Professional Learning Communities “The most important thing we can do to help our children become the readers and writers that we want them to be is to turn schools into vibrant communities of professional learning.” ― Lucy Calkins

22. Collaboration and Learning

23. BASD Teachers

24. Questions?

25. What is ESSA? • The Every Student Succeeds Act (ESSA) • Reauthorizes the Elementary and Secondary Education Act (ESEA), first passed in 1965 and • Replaces the No Child Left Behind Act (NCLB), passed in 2002 • The statute provides the rules for the state’s use of federal education funds

26. Requirements of ESSA Each state is required to: • Develop a system of accountability to: • Identify schools which need improvement • Provide supports and technical assistance to help those schools improve • Pay particular attention to specific subgroups of historically underperforming students • To ensure these groups have access to equal educational opportunity and • By collecting and reporting of long-term and interim goals, and data on academic and other measures of student success, disaggregated by subgroup at the state level and for each school and LEA

27. Approval of State Plan • USDE Response • Pennsylvania submitted a revised plan on January 8, 2018 with revisions responsive to USDE’s concerns • Education Secretary Betsy DeVos approved Pennsylvania’s State Plan, as revised, on January 16, 2018 • Final plan, as approved, is posted on PDE website, in English and Spanish.

28. What Does ESSA Mean for Pennsylvania? State Plan SectionsPDE Guiding Principles Transparency Equity Innovation • Long term goals • Consultation • Academic Assessments • Accountability system • Supporting Excellent Educators • Support All Students

29. Transparency • Transparent, easily accessible data on indicators of school success through new Future Ready PA Index/ESSA school progress reports • Identification of schools that need improvement with a broader set of indicators and new accountability system • Reducing of duplicative reporting by aligning ESSA reporting and the Future Ready PA Index • Engagement with a wide variety of education stakeholders in discussion of ongoing policy and implementation initiatives

30. Equity • Fairer, more valid ways to measure school success than just test scores • Reporting of disaggregated data for subgroups on student achievement and access to opportunities • Dashboard format to present indicator data to ensure that low subgroup performance or lack of education opportunity is not masked by an overall summative score • State policy moving away from compliance and toward rigorous expectations for all students

31. Innovation • Reduced testing time on PSSAs and later testing window to allow more instructional time • New Career Ready Indicator to measure school success in student attainment of Career Education and Work Standards • Measure of postsecondary success included in Future Ready PA Index • STEM/Computer Science as a priority use of ESSA funds

32. Early ESSA Wins for Pennsylvania Students • 20 percent reduction in PSSA testing time, to begin in this year’s testing; testing window pushed back next year • Increase in the weight of growth in identification of schools that need improvement • Expansion in the use of valid non-academic measures of school success • Career readiness • Chronic absenteeism • Use of dashboard format to ensure full, fair and transparent presentation of school success

33. Progress in Implementation Guidance issued for new indicators and initiatives • Career Readiness Indicator • Chronic Absenteeism Indicator • Voluntary on-track indicators on grade 3 reading/grade 7 math for reporting on Future Ready PA Index • New participation rate formula for assessments • Graduation Pathway for CTE Concentrators

34. Accountability systems and data reporting • New systems beginning in Fall 2018 • ESSA Accountability System for School Improvement – Select indicators from the Future Ready PA Index used to identify CSI and TSI schools as required by ESSA • Public Facing School Progress Report – Future Ready PA Index/ESSA report card • Educator Evaluation – Building level score as required by Act 82 using current formulas and weightings identified in regulations; not part of Future Ready PA Index

35. Federal Accountability ESSA Accountability System • Purpose is to identify schools that need improvement • Comprehensive Support and Improvement Schools (CSI) • Bottom five percent of Title I schools • Any high school, not just Title I, which graduates fewer than 67 percent • Targeted Support and Improvement Schools (TSI) • Any school (not just Title I) with a subgroup that meets the CSI parameters

36. Federal Accountability Indicators Indicators • Required by ESSA:  • Achievement – Percent Proficient • Academic Progress - Growth   • Graduation Rate – Average of four-year/five- year cohort rates • English Learner proficiency • Additional Indicators Identified by PA • Career readiness benchmark  • Chronic absenteeism

37. Questions?