Schooling by Design – building a coherent educational system

1. Schooling by Design –building a coherent educational system Orleans Southwest Supervisory Union

3. Afterschool Programming Writing Across the Curriculum School Budgets IEP Math Curriculum NECAP RTI AWoD Student Support Services Writing Curriculum Reading Committee AIMS Web DI Highly Qualified Paraprofessionals EST School Boards PBS Assets Professional Development Highly Qualified Teachers School Safety Olveus Technology Understanding by Design 21st Century Skills Building Projects Responsive Classroom Reading Assessments

4. Mission Working together to ensure that all students learn and feel a true sense of belonging.

5. Essential Questions To what extent does our mission directly influence our curriculum?…instruction? …assessments,? … And student success? Chat with a neighbor-

6. Schooling byDesign ENDS (Student Outcomes) Personnel –Hiring, Evaluation, Professional Development Use Backwards Design Apply Strategic Principles 21st Century Instructional Programs and Practices 21st Century Curriculum and Assessment Systems Learning Principles Policy Governance

7. 1. Identify Desired Results 2. Determine Acceptable Evidence 3. Plan Learning Experiences & Instruction Backward Design UbD What do we want student to know and be able to do? How we know if students are succeeding? What will we do if students do not achieving? What will we do if students have already achieved the standards? PLC

8. Strategic Principles • Think big. • Start small. • Go for an “early win” in Iowa.

9. Policy Governance

10. Learning Principles • Drawn from research in cognitive psychology, achievement studies, and APA Learner-Centered Principles. • Attributes that facilitate “great” learning opportunities. • Provide a conceptual foundation for school/ district improvement plans and reform initiatives. • Guide systemic actions related to curriculum, assessment, instruction, professional development, policies, and structures.

11. 21st Century Curriculum and Assessment Systems • Curriculum - Etymology: New Latin, from Latin, running, course • Anchored by Enduring Understandings • Less is More • Assessments constructed of deep, authentic and real-world task – “doing”the subject • A guaranteed and viable curriculum is the #1 school level factor impacting student achievement. -- Marzano, What Works in Schools

12. 21st Century Instructional Programs and Practices • Based on “best practice” and research • Aligning programs with the district’s student outcomes • Differentiated Instruction • Flexible Learning Opportunities • Student Choice and Input

13. Personnel –Hiring, Evaluation, Professional Development • Hiring staff that align with the district’s vision • Aligning evaluation of administrators and teachers to district mission and learning principles • Providing job-embedded professional development that supports the staff in learning how to support students in achieving the expected outcomes

14. ENDS (Student Outcomes) • Monitor the “ENDS” for the system with data indicators (quantitative and qualitative) • Report to the board and the community on a regular basis • Monitor the system at all levels (SU, school, grade, classroom and student) • ARE THE STUDENTSMEETING THE EXPECTED ENDS?

15. Schooling byDesign ENDS (Student Outcomes) Personnel –Hiring, Evaluation, Professional Development Use Backwards Design Apply Strategic Principles 21st Century Instructional Programs and Practices 21st Century Curriculum and Assessment Systems Learning Principles Policy Governance

16. How does the work look different? • The learning principles will: • Direct instructional practice • Guide curriculum and assessment development • Support instructional decision making • Enhance administrator and teacher evaluation systems • Guide how we give and obtain feedback for both the students and the system • Prioritize the system • Design standards for learning

17. Examples of Learning Principles • 1. The goal of all learning is fluent and flexible transfer • 2. Meaning is essential to learning, • 3. Learning requiresmetacognition: • 4. Rich repertoire of teaching and assessing strategies matched to goals. • 5. Differentiate for learning differences • 6. Greater learning depends upon the right blend of challenge and comfort . • 7. To maximize learning, learners need multiple opportunities to practice in risk-free environments, to receive regular and specific feedback related to progress against standards, and timely opportunities to use the feedback to re-do and improve. • 8. All learning in schools should be judged against standards related to learning goals. • 9. As a model learning community requires learning from every member of its community, since continual learning is vital for institutional success. • 10. All learners are capable of excellent work, if the right conditions for learning are established. From: Schooling By Design, Wiggins and McTighe

18. Next Steps - • Develop Learning Principles • Coming soon: An activity to determine the characteristics of the best learning opportunities - The collective knowledge of the staff informs the creation of the best learning environment for students. • Version 1 of Learning Principles will be launched in Aug. 2009

19. Schooling byDesign ENDS (Student Outcomes) Personnel –Hiring, Evaluation, Professional Development Use Backwards Design Apply Strategic Principles 21st Century Instructional Programs and Practices 21st Century Curriculum and Assessment Systems Learning Principles Policy Governance