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Curriculum and Instruction 2016-2017
Presented by: Brian Culot, Assistant Superintendent for Curriculum and Instruction
February 26, 2016
“People think of creativity as a mystical process.
The idea is that creative insights emerge from the
ether (atmosphere), through pure contemplation.
This model conceives of innovation as something that happens to people, normally geniuses.
But this could not be more wrong. Creativity is
something that has to be worked at, and it has
specific characteristics. Unless we understand how
it happens, we will not improve our creativity, as a
society or as a world” – James Dyson
Creativity
The Instructional Core
“There are only three ways to improve student learning on a large scale: Raise the level of the content that students are
taught; increase the skill and knowledge that teachers bring to
the teaching of that content; and increase the level of
students’ active learning and engagement of the content.”
– Richard Elmore
The Instructional Core
Student
Content Teacher
Professional Development
• Google Apps for Education
(Google Classroom)
• Reading and Writing Instruction
• Math Instruction – Use of programs
with fidelity
• Problem-Based Learning
• Instructional Rounds
• Web Presence and Communication
• Mindset
Professional Learning Communities
Rob Bochinno
Essential Elements of Instruction
Innovative Designs In Education
Learner Active Technology- Infused Classroom
Partnerships to Support Professional Development
Teachers College
Reading and Writing Project
Reading and Writing Workshop
Innovative Designs In Education
Learner Active Technology-
Infused Classroom
Heart of Change
Rob Bochinno
Coaching for Excellence &
Essential Elements of Instruction
Kathy Mason
Leadership, Instructional
Rounds, PLCs, Extended
Leadership
Gene Thompson
Grove
All Kinds of Minds, Growth Mindset, Differentiation,
Response to Intervention
Cornell Cooperative
Extension
Garden Based Learning
Nutrition Education and Obesity Prevention
School Garden Program Support
Teachers College Reading & Writing Project (K-8) ELA teachers meeting to plan the new TC writing units of study
Heart of Change
Essential Elements of Instruction
Psycho-Neural Principals of Learning
• Teach to the objective at the correct level of difficulty
• Active Participation
• Level of Concern – Manage stress levels
• Wait Time - Processing
• Growth Mindset
– Higher rate and degree of learning
– Student Engagement
– Transfer - application
– Retention
– Extrinsic and intrinsic motivation/attention
Essential Elements of Instruction
Teacher Feedback • “I am learning so much about the brain. This is helping me
understand my students and myself so much better.”
• “The word choices I make are directly connected to my student’s
success and positive attitude towards learning.”
• “Incorporating these practices into my teaching helps students with
meta-cognition, communication, retention, and application of
information.”
• “These sessions give you the brain research behind why these
practices, such as wait time, active participation, transfer and
application of knowledge to new situations improve student
learning.”
• Learner Active Technology-Infused Classsroom
• Problem-Based Authentic Learning
• Student – Centered Classroom
• Higher-Level Questioning
• More Student Choice
• Students set goals
Innovative Designs in Education
At 5 feet 7 inches, and an early-life hormone
deficiency, Messi never had an easy path to glory. It
goes to show that the tallest, strongest, or fastest physical features are not required to be the best.
“I have many years to get better and better, and that
has to be my ambition. The day you think there is no improvement to be made is a sad day for any player.”
– Lionel Messi
Growth Mindset
Instructional Coaches
Coaches role is defined in many capacities:
• Model lessons
• Plan and deliver differentiated professional development in their area of
expertise
• Provide teachers with resources and materials to deliver high quality
instruction for all students.
• Vertical and horizontal curriculum alignment and mapping
Positions:
• Instructional Technology (K - 12) – 1.0
• Math (K - 6) – 1.0
• ELA/SS (K - 6) – 1.0
• Science (K - 8) – 1.0
• Science (9 - 12) - .4
Math Instructional Coach Role K-6 • Adjust unit maps to fit student needs
• Organize, create and adjust common
assessments for each unit.
• Work on incorporating the use of the
smartboard into lessons
• Plan lessons with teachers.
• Create and incorporate activity lists into
units to help support independence
• Share and read articles at team meetings
about computational fluency.
• Adjust facts assessments to give us more
information on students
• Incorporate literature into math lessons as a
way to introduce or close a unit or topic.
Science Instructional Coach
• Work with teachers on incorporating revamping their units to align with the ideals behind the NGSS.
a. Incorporating more engineering into their units
b. Incorporating more real-world problems into their units
c. Incorporating more choice into their units.
• Help develop interdisciplinary connections and cross grade level connections between units of study.
• Model lessons for teachers on questioning techniques, incorporating more student thinking into activities, and running student -choice activities.
• Develop StarLab lessons that incorporate into current units.
3rd Grade – The Solar System
Inner Planets, Outer Planets, Sun/Moon System
4th Grade – Iroquois Constellations Myths
6th Grade – Equinox/Solstices
Eclipses
Star life Cycles
7th Grade – Colonial Navigation using Astrolabs
8th Grade – H-R Diagram
Solar System
Earth/Moon System
High School –
Art – looking at constellations for inspiration
on mobiles
Earth Science – H-R Diagram
Solar System
Earth/Moon System
Astronomy – Solar System
Galaxies
Stars and Constellations
StarLab
ELA/SS Instructional Coach Role K-6
• Help create and revise curriculum maps and unit plans that are common for every unit in each grade.
• Provide professional development in Teachers College Readers and writers workshop, conferencing, record keeping, and progress monitoring.
• Model how to incorporate conferences into readers and writers workshop.
• Plan lessons with teachers and help develop co-
teach lessons.
• Help plan Team Meetings and coordinate with TC consultants to meet individual teacher needs.
Technology Instructional Coach Role K-12 • Create new technology and STEM infused units.
• Integrate instructional technology into existing units and
lessons.
• Integrate elements of computer science, robotics, 3D
printing and other STEM related technology into the
regular curriculum.
• Organize, analyze and create online curriculum maps in
all subject areas.
• Provide professional development to school leaders and
teachers in the area of instructional technology.
• Research emerging technology as it pertains to
teaching and learning.
• Produce online materials and assist teachers in
creating resources for their students.
• Develop units and lessons for school Makerspaces.
Makerspaces
Fostering innovation by providing new
opportunities in STEM
WOS CLE SOMS TZHS
Leadership Teams K-12 • Extended Leadership Team
• English Language Arts
• Math
• Social Studies
• Science
• Response to Intervention
• Technology (New for 2015 – 2016)
• A Guide to the Reading Workshop:
What does research say all readers
need
• Matching books to readers, volume,
and building stamina
• Independent reading practices both in
school and at home
• Writing Pathways (K-5 and 6-8)
• Classroom Libraries
• Instructional Rounds – Focus Question:
– How do classroom environments
support student independence
and learning?
ELA Shifts
BALANCING INFORMATION
AL AND LITERARY TEXT
BUILDING DISCIPLINARY KNOWLEDGE
STAIRCASE OF
COMPLEXITY
TEXT-BASED ANSWERS
WRITING FROM
SOURCES
ACADEMIC VOCABULARY
ELA Leadership
Math Leadership Math programs and resources consistently
implemented on and across grades
Evaluated K-12 math maps
Explored the standards in units k-12 - data
and graphing, algebraic thinking and
expressions. o Charted what prerequisite skills are
needed for these units o What terminology or vocabulary is
used in these units?
o What projects are the student working on?
Planned for team meetings to share with the rest of the grade
Began to evaluate and explore current
and new online math programs
MATH SHIFTS
FOCUS NARROW &
DEEPER
COHERENCE
SKILL & FLUENCY
APPLICATION
CONCEPTUAL UNDERSTAND
ING
BALANCE PRACTICE &
UNDERSTANDING
Science Leadership • Work on collaborative activities that have application K-12
• Work together to assess where curriculum updates are
needed to align with the New York State Science
Standards (NGSS)
• Prepare for Tri-states by developing essential questions
that pertain to the district’s science goals
Focus on:
• STEM
• Climate Literacy
• Engineering
• Continuous work on enhancing
current units to embed NGSS
and technology.
Social Studies Leadership
• Work on the New York State Social Studies Framework,
Field Guide, and Tool Kit (K-12)
• Assessed where curriculum updates are needed to align
with the new framework.
• Looked at inquires in the new Toolkit
How does working from this “passion”
influence the way you do your work – as a
member of the RTI team at your school, and
as a member of this team?
• How am I connecting with students?
• Are my students connecting with peers?
• Are students generalizing their skills?
• Self-reflection of our own knowledge
• How will I measure success?
RTI Leadership
Using Data to Determine an Intervention
Intervention
Wilson Reading
Guided Reading
Fluency Work
Push-in Support
Just Words Academy
More Specific Assessment
Fountas and Pinnell Star Assessment Words Their Way
Standardized Test Scores
NYS Test
• Curriculum crosswalks across schools
• Research and discuss new technologies regarding their impact on teaching and learning.
• Engage in professional development as a group to explore new materials.
• Share ideas, concepts, and strategies on current methods of instruction.
• Set goals and develop plans to scaffold instruction across the schools.
• Planned for hosting workshops on the County-wide Professional Development Day
Technology Leadership
Curriculum Council
Citizen Leadership: Character In Action
Curriculum Maps
School Garden Project
Innovation Program & Makerspaces
Computer Science
Tri-States Consortium
• Study Groups
o Superintendents
o Assistant Superintendents
o Principals
• Tri-State Visits to other districts
• South Orangetown Central School District Visit
o Science K-12 – May 2016
Brian Culot and Christina Nilson Byrams Hills , World Language Program - October 2015
Amy Rosenthal
Croton-Harmon, Social Studies Program - March 2016.
Juliet Gevargis
Briarcliff, PE and Health – Fall 2015.
Jacob Tanenbaum
South Hampton, Technology – April 2016
Tri-States Visits
To what extent does the k-12 science curriculum support cross-
cutting concepts, process skills, engineering integration, and real-
world application (NGSS)
To what extent are we preparing our students to be scientifically
literate citizens to understand global issues?
To what extent is the district goal of Providing Students with 21st
Century Skills reflected in our science curriculum?
In what ways do we communicate and involve families and the
community in our science program?
Tri-States Visit Essential Questions
Programs/Models for Instruction
Gifted and Enrichment Programs
Creativity, Problem-solving, and Exploration
Chess
Robotics
Word Masters
Math Olympiads
Non-Fiction Sock Puppets
Catapults
Folktales on location
English as a New Language
Old Level Name New Level Name # of Units/Day 9-12 # of units/day K-8
Beginner Entering 3 2
Low Intermediate Emerging 3 2
Intermediate Transitioning 2 2
Advanced Expanding 1 1
Transitional Commanding Half Period Half Period
New levels and required hours of service
• Student participation and engagement skyrockets!
• Improved reading and writing skills at a fast rate
• More student confidence
• Completed writing pieces
• Overall all higher rates of academic success in their regular classes.
ENL Integrated Instruction Works!
Benefits of the Integrated ENL Model
Full inclusion in community building
Morning meeting
Sharing writing with partners
Reading with partners
Classroom celebrations
ENL Student Samples 5th Grade Teacher’s College Writer’s Workshop
Feature Article Unit
Students work alongside their English-speaking peers. Teacher can more easily modify and differentiate instruction to meet student’s needs.
• Innovative Designs in Education (IDE). Summer 6-day workshop for
administrators and teachers. (LATI Classroom).
• Administrators and Teachers will attend the Teachers College Summer 2016
Institutes in reading or writing pending acceptance.
• Ongoing curriculum mapping, planning, and revision of units in various content
areas in need.
• Extended Leadership Team Retreat – June 27th
• Administrative Retreat June 28th
Summer Professional Development 2016
Looking to the Future
Garden Program
Professional Learning Communities
Curriculum Mapping Professional Learning
Communities
National and Local Conferences
1:1 Technology Initiative
Instructional Rounds
TC Reading and Writing Project
Expand and Enhance Makerspaces and
Innovation Program
SOCSD School Maker Faire
Data Informed Instruction
Types of data we collect, synthesize, and evaluate to inform instruction
State test scores (LHRIC and EdVista) Star assessments
Fountas and Pinnell Benchmark Assessment system End of unit common assessments in core subjects Words Their Way Spelling inventory Report Cards
Instructional Rounds Formative assessments
Reading, writing, and math conference notes Student work and goals
2013-15 ELA State Test
• In 2013, the 3rd grade ELA mean scale score was 316. 50% of all students scored above grade level. State Raised cut scored for proficiency?
• In 2014, the 4th grade ELA mean scale score decreased from 316 to 310. 43% of all students scored above grade level
• In 2015, the 5th grade ELA mean scale score increased from 310 to 312. 44% of all students scored at or above grade level.
This year NYSED increased the amount of passages on the test as well as the length of the passages.
Student Cohort Summary Same Students Year Over Year Growth
Current 6th Graders
2013-15 Math State Test
• In 2013, the 3rd grade Math mean scale score was 302. 40% of all students scored above grade level. State Raised cut scored for proficiency?
• In 2014, the 4th grade Math mean scale score increased from 302 to 315. 55% of all students scored above grade level
• In 2015, the 5th grade Math mean scale score increased from 315 to 320. 59% of all students scored at or above grade level.
Student Cohort Summary Same Students Year Over Year Growth
Current 6th Graders
50% 46% 49% 40%
57% 46%
41% 43% 48%
64%
44%
58%
44% 42% 44%
53% 51% 59%
0%
20%
40%
60%
80%
100%
ELA 3 ELA 4 ELA 5 Math 3 Math 4 Math 5
Cottage Lane Grades 3*, 4, and 5 Percent of Students at
Proficiency Level (Levels 3 + 4)
2013 2014 2015
*ELA 3 and Math 3 data for 2013 and 2014 - Tappan Zee Elementary School results
Cottage Lane Grades 3*, 4, and 5
ELA 3 ELA 4 ELA 5 Math 3 Math 4 Math 5
2013 244 238 260 243 238 260
2014 243 242 232 242 242 227
2015 152 167 178 148 166 170
0
50
100
150
200
250
300
2013-15 ELA/Math Number of Students Tested
Percent at 65/85 and above
100% 93%
69%
93% 99% 98% 93% 82% 86% 83%
28% 28%
63%
81%
64%
24% 23%
38%
0%
20%
40%
60%
80%
100%
65 above 85 above
2014-15 NYS Regents Assessments
80% 92%
26%
48%
7%
32%
0%
20%
40%
60%
80%
100%
CC Algebra I CC Geometry
Level 3+ Level 4+ Level 5
2014-15 NYS Common Core Assessments
AP Exam Scored 2010-present
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
2011-2012 2012-2013 2013-2014 2014-2015
Students Scoring 3+ on AP Exams
0
200
400
600
800
1000
1200
1400
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
Students Eligible for College Credit
400
450
500
550
600
650
700
2009 2010 2011 2012 2013 2014
Number of Students Enrolled in AP Courses (Duplicated Count)
0
100
200
300
400
500
600
700
2009 2010 2011 2012 2013 2014
Total Enrollment in APclasses
Number of AP ExamsTaken
TZHS Comprehensive AP Results 2009 – 2014 (Duplicated Count)
Advanced Placement Exams