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Challenging Curriculum and Organizational StructuresOct. 23, 2013Jesse White
PA Core Standards
•Districts are realigning curriculum▫Many new teachers will be teaching a
course while they are writing the curriculum
▫Teachers won’t teach the same curriculum for 20 years, constantly changing
•Core Standards – Changes to the curriculum
Literacy in the Core Standards
•New requirements for types of reading▫50% of materials read at the middle school
level should be non-fiction or informational text
▫70% at the high school level
Science and Social Studies in the Core Standards•Both subject areas have reading and
writing core standards that must be taught▫Many teachers feel they lack the content
knowledge to be able to instruct reading and writing
Math in the Core Standards
•Increased Rigor▫Real life problems▫Application of skills
•Many materials shifted down to a grade lower than they were previously taught
Real World Application of Standards
•A goal in the all subject areas is to focus instruction on college and career readiness▫Apply the material being learned▫HW
Not 40 skill review problems 5 higher level application problems
Response to Instruction and Intervention (RTII)•RTII is a multi-step school improvement
approach to provide early academic and behavioral supports to struggling students rather than waiting for a child to fail before offering help. (PDE.com)
RTII
•Data analysis▫All students will be expected to make
curricular decisions based on data from assessment results Standardized tests, benchmark assessments,
common assessments
RTII• Benchmark assessments for all students
▫ Gathers data to compare all students• Flexible Groupings
▫ Students are placed in different intervention groups depending on scores on benchmark assessments
• Special intervention time in the schedule▫ Each teacher will have a group of students during the
intervention period to teach a skill at their level of instruction
▫ Teachers may have students that are not in any of their classes
• RTII instruction▫ Data driven instruction
Curriculum Cycle
•Constant Refinement▫Curriculum is no longer developed and
used for many years Aspects of the curriculum are constantly
refined Common Assessment, Pacing, Unit Plans
▫Curriculum adjusted for strengths of students in the class
▫Curriculum adjusted for results of common assessments
Textbooks are tools
•The curriculum is written based on standards▫Textbook is used to instruct on standards
included▫Supplemental materials need to be used for
standards not included in the textbook
Teamwork
•Teaming▫Grade level teams
Cross curricular projects Problem solving student concerns
▫Subject area teams Curriculum revisions Comparing assessment data
▫Meetings Active participant
Whole Child
•Character Education•Clubs
Building a Positive Environment•Getting to know each student
▫Interests▫Attending events (music, band, etc.)
•Contact with parents▫Make positive phone calls▫Send parents information about
assignments▫Positive relationships with parents are
essential
New Teacher Evaluation System•4 categories
▫Observation▫School Data▫Teacher Data▫Elective Data
New Teacher Evaluation System
•Teacher and school data▫Based on PSSA and PVAAS results
PSSA The level the student scores is factored into the
rating PVAAS
Projected level of achievement for a student Students scoring at the projected level count as
a positive Students scoring below the projected level
count as a negative▫Teachers must differentiate
Differentiation
•Meeting the learning needs of every student▫Teachers need to use assessment data to
decide what students need▫To improve the teacher and school rating
all students must score at least what the state projects