PDK, International Curriculum Management Audit Update on District Progress

1. PDK, International Curriculum Management AuditUpdate on District Progress Sharon L. Contreras Chief Academic Officer September 2009

2. PDK Audit Report Standards 1. Control of Resources, Programs, Staff. 2. Clear, Valid Objectives for Students. 3. Internal Consistency, Equity in Programs. 4. Program Mgt. Based on Assessments. 5. Improves Productivity Over Time.

3. Fundamental Problems • No substantial curriculum. • No curriculum management system. • Inadequate curriculum design staff. • Rapid turnover of superintendents, principals and staff. • Budget/program disconnect. • Lack of funding for essential projects.

4. The Curriculum-Achievement Connection • Students are tested to determine if they have mastered the curriculum. • There is no system-wide curriculum for Providence schools. • How can students master something that does not exist?

5. The Curriculum-Achievement Connection If the Providence School District did everything else the audit team recommended, but did not develop a sound curriculum, student achievement would not improve! --PDK Audit Presentation

6. Audit Findings: Scope of the Curriculum • Scope of the written curriculum provides inadequate coverage of the courses and subjects taught.

7. Audit Findings: Quality of Curriculum • Written curriculum guides lack the content and quality necessary to support effective classroom instruction. Specifically, guides lacked: • Prerequisite knowledge and skills • Measurable objectives for students • Identified measures to assess student learning • Teaching strategies • Teaching tools • Guidance for classroom practices is fragmented and inadequate; classroom practices do not reflect the expectations stated in policy.

8. Audit Recommendation 1 • To improve student achievement, get control of curriculum management. Plan, document, and implement processes for design, adoption, delivery, monitoring, evaluation, and revision of curriculum. • Identify subject matter experts within the school system and assign them to curriculum writing projects. • Prepare and implement a staff development plan to support curriculum delivery and accountability.

9. Board Policy Grounds Reform Work • Strategic Direction Policy adopted by Providence School Board in September 2008 • A Strategic Direction provides a framework to align goals, policies, strategic plans, budgets, and administrative actions to the Board’s mission and vision for the district • Aligned Instruction identified as the organizing, coherent framework for teaching and learning. • Directs the creation of a tightly integrated system aligning: • Curriculum and Instruction • Professional Development • Comprehensive Assessment Framework

10. Curriculum Development and Implementation Timeline

11. Curriculum Development and Implementation Timeline

12. Mathematics and Science: 08/09 • Partnered with the Charles A. Dana Center. • Created curriculum writing teams comprised of teachers in each content area at each level. • Articulated uniform course sequences in high school mathematics and science. • Identified and adopted instructional resources and programs. • Developed K-12 curriculum frameworks in mathematics and science. These frameworks: • Identify the standards to be addressed in each grade level/course • Identify prerequisite knowledge and skills • Articulate learning objectives • Pace instruction • Align instructional programs and resources to learning objectives • Identify assessments to measure student learning • Specify appropriate teaching strategies

13. Mathematics and Science 09/10 • Establish Initial Understanding • Study of the Standards Training Sessions • Curriculum Framework Overview Training Sessions • Deepen Understanding and Knowledge • Quarterly Professional Development Sessions • Realize Mechanical Use • Collaborative study to plan for implementation of curriculum • Leaders implement CARA (Collect, Analyze, Reflect, Act) model • Begin to Refine and Establish Routine Use • Implementation data is analyzed and aggregated at the campus and district levels • Evaluation results are used to decide next steps

14. Mathematics and Science 09/10 • Continued Partnership with Charles A. Dana Center • Focus of Phase 2 Work • Revisions (Pacing, Resource Alignment, etc.) • Refinement of assessment component • Further development of instructional strategies • Addition of Academic Language Development Component • Curriculum Writing Teams • Teacher Leaders • Teachers participating last year

15. Mathematics and Science Tools • Technology • Glencoe Software and Online Resources—Train and Utilize • TI-Nspire Calculators—Train and Utilize • Resources • Manipulatives—Continue to Identify and Purchase • Lab Equipment—Continue to Identify and Purchase • Initial Identification and Ordering • Ongoing Refurbishments

16. ELA: Secondary 09/10 • Partnership with Charles A. Dana Center and University of Connecticut • Focus • Study and Analysis of ELA GLEs/GSEs • Articulation of Uniform Course Sequence • Resource Selection and Adoption • Framework Development • Writing Teams • Teacher Leaders • Recommended Teachers

17. ELA Elementary: 09/10 • Partnership with Charles A. Dana Center and University of Connecticut • Focus • Study and Analysis of ELA GLEs/GSEs • Core Program Selection and Adoption • Framework development will occur during the 10/11 academic year.

18. Social Studies: Secondary 09/10 • Solidifying Partnerships • Focus • Study and Analysis of National Standards and RI Civics GSEs • Articulation of Uniform Course Sequence • Resource Selection and Adoption • Framework Development • Writing Teams • Teacher Leaders • Recommended Teachers

19. Social Studies: Elementary 09/10 • Solidifying Partnerships • Focus • Study and Analysis of National Standards and RI Civics GSEs • Core Program Selection and Adoption • Framework development will occur during the 10/11 academic year.

20. Audit Recommendation 1 • To improve student achievement, get control of curriculum management. Plan, document, and implement processes for design, adoption, delivery, monitoring, evaluation, and revision of curriculum. • Identify subject matter experts within the school system and assign them to curriculum writing projects. • Prepare and implement a staff development plan to support curriculum delivery and accountability.

21. Good Instruction is Key “… we know two things that constitute a truly historic opportunity for better schools: 1. Instruction itself has the largest influence on achievement (a fact still dimly acknowledged). 2. Most (though not all) instruction, despite our best intentions, is not effective but could improve significantly and swiftly through ordinary and accessible arrangements among teachers and administrators.” --Mike Schmoker

22. Creation of Key Positions and Teams • Curriculum Writing Teams • Division of Teaching and Learning Staff • Teacher Leaders • Mathematics • Science • English Language Arts • Social Studies • Special Education • ELL • Special Education Intervention Specialists • Math and ELA Intervention Implementation Specialists • Continued funding of Elementary Reading and Math Coaches

23. Central Office Support Staff • Addition of Key Positions to Support Curriculum Design, Implementation, Monitoring, and Refinement. • Supervisor of Math – Dennis McHugh • Supervisor of Social Studies – Kimberly Luca • Supervisor of English Language Arts – Sheryl Rabbitt • Supervisor of Science – Dr. Natalie Dunning • Elementary and Secondary Intervention Implementation Specialists (ELA and Mathematics) • Director of Teaching and Learning – Paula Shannon • Director of English Language Learning - Vacancy • Director of Research, Planning and Assessment –Dr. Marco Andrade • Director of Career and Technical Education - Vacancy

24. Supporting Teacher Leaders • Teaching and Learning and LEAD Team Support: • Orientation Day • Professional Development Days • Deepen Understanding of Curriculum and Instruction • Leadership Training • LEAD Team Coaching • On-Site Mentoring and Coaching • Monthly Meetings with Content Supervisors • Principal Support: • Weekly Meetings • Attendance and Participation at Department Meetings • Timely follow-up

25. Supporting Elementary Coaches • Teaching and Learning and LEAD Team Support: • Professional Development/Continuing Contact Meetings • Continued focus on deepening understanding of Curriculum and Instruction • Leadership Training • Principal Support: • Weekly Meetings • Attendance and Participation at Common Planning Time • Timely follow-up

26. Supporting Special Education Intervention Specialists • Teaching and Learning and LEAD Team Support: • Regular Professional Development • Continued focus on deepening understanding of Curriculum and Instruction, Co-Teaching, and IEP Development • Leadership Training • Supporting the RTI Process • Administrating transition assessments and analyzing this data to identify needs and create transition plans (secondary) Weekly Continuing Contact Meetings with Special Educatoin Supervisors • Focus on compliance with state and federal regulations • Ensure student access to general education curriculum and instruction

27. Concluding Thoughts… Education is the most powerful weapon which you can use to change the world. --Nelson Mandela For thousands of Providence children, we can change the world. Let’s start this school year.