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Lockport City School District Principal’s Meeting January 2012

Lockport City School District Principal’s Meeting January 2012. Update on the Race to the Top Initiative Designing CCLS Aligned Units Strategic Planning for Student Learning Objectives Angela Stockman. Update on the Race to the Top Initiative. ELA Grades K-6

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Lockport City School District Principal’s Meeting January 2012

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  1. Lockport City School DistrictPrincipal’s MeetingJanuary 2012 Update on the Race to the Top Initiative Designing CCLS Aligned Units Strategic Planning for Student Learning Objectives Angela Stockman

  2. Update on the Race to the Top Initiative ELA Grades K-6 • Awareness of the CCLS has been built • The CCLS have been unpacked in a rudimentary way • We’ve begun to foster fluency with the CCLS • Model units and tasks have been explored and compared to our own units • One CCLS was designed, teachers received preliminary feedback from Angela and from colleagues • Teachers made revisions to the unit • This unit was capped with a culminating task that assessed prioritized standards • Teachers were trained to design high quality rubrics, and they created such a rubric for the culminating task • The unit was taught during the first quarter • Dates have been confirmed for the second phase of unit design (where unit 2 will be constructed), and a new design team is taking shape: January 12th and 13th • Dates have been confirmed for the final phase of unit design (where units 3 and 4 will be constructed): June 25th-28th

  3. ELA Grades 7-12 • Awareness of the CCLS has been built • We’ve begun to foster fluency with the CCLS • Model units and tasks have been explored and compared to our own units • One CCLS aligned unit is in the process of being designed • During a department meeting this spring, teachers will share this unit with Angela and receive feedback from colleagues and from her • At this meeting, teachers will learn how to unpack standards and use them to deepen the alignment of the CCLS to their unit • The unit will be capped with a culminating task that assessed prioritized standards. A high quality rubric will be used to assess this task. Teachers will review how to do this during the spring semester. • Dates will need to be confirmed for the design of units 2-4.

  4. Other Activities • Nancy Roberts is facilitating the design of CCLS units and lessons in some content area classrooms at the high school • Content area teachers from North Park will be meeting with me tomorrow to explore literacy-based interventions and practices that support the CCLS and six instructional shifts • K-6 teachers will begin attending the six instructional shifts with depth this spring, as they participate in lesson study with Angela (demo lessons, observation, feedback, and guided practice sessions)

  5. Phase II of Unit DesignK-6 • Considering the criteria of high quality units • Self-assessment and peer review • Sharing feedback from colleagues • Determining points of revision for Unit 1 • Documenting the CCLS we’ve attended to and determining which standards must still be addressed • Designing a second unit that attends to the CCLS and the findings from Unit 1 • Unwrapping the CCLS selected for this unit and using what is learned to deepen alignment • Designing a culminating task and high quality rubric

  6. Completing Phase I and Approaching the Completion of Unit Design in Grades 7-12 • Spring departmental meetings will facilitate the completion, review, and revision of Unit 1. *It is understood that teachers will be meeting and working on their own more often in order to accomplish this • Teachers could meet during the summer to complete Unit 2 • Teachers could meet in the early fall of 2012 to complete Units 3 and 4 (which will be taught during the second semester next year) • Some form of lesson study could occur during the spring of 2012 to begin attending to the six shifts

  7. Considerations for the Future • How can pre-K be better engaged in the work? • How can we deepen the work that has begun with content area teachers? • How can we align the work of this initiative with the work of the inquiry team initiative? • How do we make space for the use of formative assessment and the study of student work produced within the units designed? • How do we continue to foster revision and continuous improvement of thinking/work/practice? • What protocols can be put in place to ensure that all units, assessments, and practice are consistently reviewed for quality and alignment to identified needs?

  8. Considering the Demands of Student Learning ObjectivesandIdeas for Strategic Planning

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