e-Curriculum Counts2007 – 2008
PLEASE NOTE: The following is a professional development and
assessment plan developed from administrator and teacher input, student
achievement data and current educational research. It is the foundation
plan to increase student achievement next year, meaning that as dates
and events approach, resources, details and agendas will be made clearer
through clarifications, details and/or adjustments.
SUMMER – 2007 (Curriculum
work will be determined from now through the end of the year as either
stipend or conference/travel incentive work. Below is a partial listing.
When posting is required, district procedures will be followed.)
1. Accelerated Reader and Accelerated Math
data sort – CCS will be in the process of transitioning
to subscription services to quizzes and developing a district network
storage system of current data. (Librarian extended days)
2. Inclusion strategies conference – June 11,
12 - Special education and regular education selected for inclusion
attends attend conference for inclusion and co-teaching strategies,
and provided work time to share IEP student info, teaching and grading
planning for shared students. (See building principal for EMS and selected
elementary schools.)
3. Book room and leveling study –
August - Elementary teachers from each building work with literacy coordinator
and curriculum director to inventory leveled material titles into Ohio
academic standard and indicator categories with a process that shows
what standards and indicators are not covered (to guide future purchasing)
and what grade level standards-related materials we do have in-house
already. Teachers will also learn to level any text and spend time planning
correlating leveled materials into daily language arts curriculum. (2
Mound, 4 Atwater, 3 Nicholas, 3 Court for 5 days)
4. Coaching/specialist conference
– July – Lead teachers and selected others attend conference
to learn how to work with teachers, present model lessons, and become
a positive influence to impact change. (To be determined)
5. Primary assessment work –
August – Teachers train to use the observational survey with district
literacy coordinator and invite/schedule students of 1st grade to be
part of a grade level wide observation survey assessment. Location.
Atwater. (3 days, up to six teachers, week of August 13th.
_______________________________________________________________________
AUGUST 17th –
New Teacher Orientation (TWD)
The ½ day session includes curriculum information, Baldrige and
Quality processes overview, an entry year teacher presentation, and
district office information. New teachers meet with building principals
and usually have lunch with CEA leadership.
Notes: Sherry Kneece, Tom Patterson, Tom Wright, and central office
staff lead session. Location: district office board room.
________________________________________________________________________
AUGUST 20th -
GENERAL SESSION (TWD)
The ½ day a.m. session – General session
for all staff. Welcome Back!
Agenda:
District level (brief) announcements (30 minutes).
Inclusion or co-teaching speaker (2 hours) TBD
The ½ day p.m. session - TBD by principals.
Principal-led building meetings (4 hours or so)
Notes: Speaker for the morning session will set the tone for renewed effort to close achievement gaps between disabled and non-disabled students. Location: CHS auditorium.
________________________________________________________________________
AUGUST 21st –
TEACHER WORK DAY (TWD)
Principal-led building meetings held in each building.
Primary and Intermediate elementary teachers discuss/plan to incorporate
building wide curriculum efforts, i.e. word study, report cards changes,
parent communication about literacy and others.
Teachers will study beginning of the year student profile/data (incoming
or new KRAL, observational survey information, DRAs).
Brad Changet may plan a district wide special education meeting.
SEPTEMBER 4th –District
Training Day (WD)
ELEMENTARY MORNING SESSION
GRADE K, 1, and 2 - ½ day a.m. - Using our own
teacher experts as trainers, the morning would be used to standardize
the assessment processes used throughout the year in K, 1, and 2. (Possible
in house trainers - Cathy Kint, Kristi Strutz, Christi Owens, Phyllis
Bochard, Val Wilson, Viv Monce). Location: Atwater
DRAs and running records
Class management sessions
Notes: We will use a sign-up or rotation session format with opportunity for follow-up throughout the year in classrooms using our people to model, demonstrate, and coach if requested.
GRADE 3, 4, and 5 - ½ day a.m. – Three
planning time blocks for teachers will be scheduled. Location: Court
staff at Court and Nicholas Staff at Nicholas.
Beginning of the year student profile/data study (Terra
Nova, OAT and OGT data received over summer including incoming STAR
assessment information).
AR/AM (accelerated reader/accelerated math) grade level implementation
planning discussion
SGR/GR (small group reading/guided reading) building schedule planning
Notes: Principals will lead all planning sessions.
ELEMENTARY AFTERNOON SESSION
GRADES K - 5 ½ day p.m. - “Standards for All”
presentation combined with “ladders” instruction from RSIT
(Regional School Improvement Team). Teachers receive ladder tool with
instruction on their intended uses. Location: CHS cafeteria.
Special Education Teachers have had this session and may meet with Brad
Changet.
SECONDARY (MIDDLE AND HIGH SCHOOL) MORNING SESSION
GRADES 6 – 12 - ½ day a.m. – “Standards
for All” presentation combined with “Ladders” instruction
from RSIT (Regional School Improvement Team). Teachers receive ladder
tool with instruction on their intended uses. Purchase of social studies
and science ladders should be made prior to meeting. RSIT provides math,
reading, and writing. Location: CHS cafeteria.
Special Education Teachers have had this session and may meet with Brad
Changet.
SECONDARY (MIDDLE AND HIGH SCHOOL) AFTERNOON SESSION
GRADES 6-12 - ½ day p.m. – Two planning
time blocks for teachers will be reserved and led by lead teachers.
Principal will take first session for building strategies in place to
impact achievement. Location: High schools staff at high school and
EMS staff at EMS.
Beginning of year student profile/data study (Terra Nova, OAT and OGT
data received over summer including incoming STAR assessment information).
Departmental supplemental programs, homework, grading and reporting
policies agreement review, discussion and commitment.
EMS – Principal-led meeting on intervention strategies,
i.e. PBS, SWIS, PAWS and other OISM strategies, et.al. (TBD by principal).
CHS – Principal-led meeting on building intervention
strategies, i.e. Ohio Core, course offerings, et.al. (TBD by principal).
_____________________________________________________________________
NOVEMBER 26th – District
Wide Work Day – (WD)
[Prior to Nov. 26th, Gail Saunders Smith (or similar trainer) will train
teachers in shared writing instruction with grades 3-5 teachers through
the student demonstration model format. Trainer will train teachers
to recognize reading behaviors with K, 1 and 2. Trainer also will review
a running record analysis and how to select instruction to match. She
will spend a day in each building and teachers will be given release
time to participate on a rotation basis. Dates to be determined.]
[Prior to Nov. 26th, RSIT will try to put together math in-service that
uses the student demonstration format. It will focus on inquiry based
teaching and learning for K-5. OMAP or similar math instructors will
spend a day in each building with math teachers. Teachers will be given
release time to participate. Another option available would be to invite
the text book publishers to model lessons from the series we are considering
purchasing. Dates to be determined.]
[Language Arts textbook adoption will be underway for K-5. We will have
discussed by this time several options to consider: (1) Purchasing another
basal series for K-5, (2) combination of the three, or only purchasing
supplemental literacy software AND leveled materials for K-5, or (3)
split the option at a logical grade level such as between K-2 and 3-5.
Parameters will followed to ensure we implement a quality researched
based program meeting criteria for NCLB if we chose to place another
basal in the classroom. If that is the option, textbook adoption must
be consistent from grade to grade, address the five areas of literacy
recommended by the NPR to be taught, and have data to examine about
high achievement for students. We will use the ODE literacy evaluation
tool and other resources to guide the study if a basal option is determined.]
ELEMENTARY MORNING SESSION
GRADES K, 1, and 2 - ½ day a.m. – Teachers will
continue planning instruction for students using student profile/data
study (DRA, OS results). Location: Mound and Atwater in their own buildings.
Word study update. Language arts textbook/basal leveled books, and software
samples in one location to consider. Discussion of GSS (literacy) –
OMAP (math) training provided.
GRADES 3, 4, and 5 – ½ day a.m. –
Teachers will continue planning instruction for students using first
STAR and SCA data. Word study review. Language arts textbook/basals
leveled books, and software samples in one location to consider in vendor
fair format. Discussion of GSS (literacy)– OMAP (math) training
provided.
ELEMENTARY AFTERNOON SESSION
GRADES K - 5 - ½ day p.m. - “Mapping,
Resources and Ladders” presentation from RSIT (Regional School
Improvement Team). Ladders follow-up discussion and teachers now receive
mapping template tool with instruction. Location: CHS cafeteria.
SECONDARY (MIDDLE AND HIGH SCHOOL) MORNING SESSION
GRADES 6-12 - ½ day a.m. “Mapping, Resources
and Ladders” presentation from RSIT (Regional School Improvement
Team). Ladders follow-up and teachers now receive mapping template tool
with instruction. Location: CHS cafeteria.
SECONDARY (MIDDLE AND HIGH SCHOOL) AFTERNOON
GRADES 6 -12 ½ a day p.m. Lead teachers to begin
work with departments and non-core teachers with mapping and continue
building assessment work.
Notes: Lead teachers must have mapping template tool and access to maps
prior to this day.
February 19th - District
Wide Work Day (TWD)
[Prior to the February 19th day, Gail Saunders Smith (or similar trainer)
will return to follow-up with shared writing, running record analysis
and making instructional choices.]
BENEFITS FAIR
The district office will plan a Benefits Fair (3 hours: 7-10) under
the leadership of Cindy Ritter. All employees will be required to attend
and the system to document attendance will be determined prior to the
event. Location: CHS gymnasium
Notes: Could possibly include a book fair. The morning/breakfast model
from last year may be repeated as the attendance was successful.
ELEMENTARY REMAINING DAY SESSION (10:00 a.m. to 3:30)
(GRADES K – 5) Elementary teachers will have
work sessions developed around determined needs and principal and staff
will prioritize work.
Building Work (by request – Possible trainer in
district for literacy or math)
Mid year assessment study – Intervention Planning
RSIT mapping work continues
SECONDARY (MIDDLE AND HIGH SCHOOL) REMAINING DAY SESSION (10:00 a.m. to 3:00 p.m.)
Secondary teachers will have work sessions developed around building
academic goals and principal and staff will prioritize work. Lead teachers
will finalize plan the OGT/OAT plans and review practice testing results.
RSIT mapping work should continue.
Notes: We will determine best time to give 10th grade practice test
prior to this date. We will need to determine teacher grading time without
waiver day --- but scantrons will be utilized
APRIL 4TH - District Wide Work Day (WD)
GRADES 3-8 – Elementary and secondary teachers
in grades 3-8 will examine full year data and current practice testing
to make intervention and/or preparatory plans for the OATs. Lead teachers
will guide the work by department 6-8 and elementary teachers will work
under the direction of the building principal.
GRADES K-2 – Teachers will continue work with
Gail Saunders Smith (or similar trainer) to train teachers in shared
writing instruction and work sample analysis with grades 3-5 teachers.
Trainer will train teachers to recognize reading behaviors. Trainer
will also review a running record analysis and how to select instructional
strategies to match.
GRADES 9-12 - Teachers will finish RSIT mapping goal.
Review assessment systems.
RECOMMENDATIONS: All staff meetings for CHS/EMS remain working
department meetings. Elementary collaborative meeting time must be protected
from scheduled meetings.
Assessment Plan
2007-2008
Terra Nova (Value-Added) Testing General information
Social studies and science will be tested at the end of the year grades
2-8 (except for 5th and 8th) in conjunction with the state tests. Grade
nine has been included for testing all subjects. Principals will need
to make a building plan for these assessments. Most schools make a full
week of testing at grades that administer only math and reading. Consistency
across buildings in days and testing times will be a priority when planning.
See Lisa Heins for details.
Practice Test Plans for OGT/OAT
As a district not meeting AYP, it is required that we give a state practice
test for the OAT/OGT tests. The 9th grade will have a half length test
that must be administered before October that will
be sent to us from the state department. The 10th grade students must
take a full length practice test. Administration dates (early January)
and grading plan will be worked out by departments, principal lead teachers
and curriculum director.
Short Cycle Assessments
Grades 2, 3, 4, and 5 to be administered at the end of the 1st 9 weeks
and 2nd nine weeks. Grade two comes back on board with the process.
The 3rd nine week assessment will be the 3rd or blended assessment for
grade two and the state practice test given the first week of April.
Grading and analysis results can be compiled and studied during collaboration
time.
Star Math and Reading Assessments - Grades 3-11 should
be testing students at the beginning, middle, and end of year. Principals
will need to help oversee the completion of these assessments each time.
All new students should be tested prior to entering class with both
STAR math and reading and the information given to appropriate teachers.
AIMSWEB Reading and Math Screener – All grades
at EMS and Court Street students will have a math and reading screener
administered. The assessment tool is now required for use for OISM grant
recipients. AIMSWEB training will be provided by COSERRC and the administration
schedule will be determined after training. It is a computer-based assessment
similar to Star.
Local and State Testing by grade level or building
Collaboration - Circleville City Schools believe that
teacher collaboration is essential to the improvement of teaching and
learning. The following assessment schedule shows the K-12 system currently
in place for measuring student achievement. Teachers not only regularly
measure and monitor student progress through common assessments aligned
to the state standards, but also utilize the elementary daily collaboration
time and the secondary monthly working staff meetings to study and analyze
assessment data. Assessment studies will enable principals and staff
to make solid, data-driven instructional decisions and identify the
most effective teaching and learning practices in our schools.
Kindergarten – KRAL in Fall of 2007, DRA/OS at
mid and EOY, state diagnostics in April/May. Specialist team will help
with DRA assessments at mid year and EOY.
First and Second Grade – Every
at-risk student should have an assessment plan to monitor progress in
math and reading. Specialist team to complete first and EOY DRA in September
and May. Teachers will do mid year DRA. State diagnostics in math, reading
and writing to be completed in April/May window by teachers. Terra Nova
testing in all subjects (math, reading, science, social studies) at
EOY for second grade only. A superior cognitive assessment (ITBS) will
also be administered to all students of second grade only as required
by the state for gifted and talented purposes.
Third Grade – Every at-risk student
should have an assessment plan to monitor progress in math and reading.
Specialist team to complete the first DRA in September. Follows short
cycle assessments schedule (see above). Follows fall state Reading OAT
test schedule and May reading and math OAT state test schedule. Gives
state diagnostic in writing to be completed in April/May by teachers.
Terra Nova testing in science and social studies at EOY. See Star schedule
above.
Fourth and Fifth Grade – Every
at-risk student should have an assessment plan to monitor progress in
math and reading. Follows short cycle assessments schedule (see above).
Follows May state test schedule for both grades (total 7 state tests
– 4th, reading Terra Nova testing in science and social studies
at EOY for 4th grade. See Star schedule above.
EMS - Every at-risk student should have
an assessment plan to monitor progress in math and reading. Teachers
follow a short cycle testing plan of three times a year in every core
subject area. EMS follows the May state schedule for testing reading
and math at grades six, reading, writing and math at grade seven, and
reading, math, science, and social studies at grade eight. Terra Nova
testing in science and social studies at EOY for every grade except
eight. See Star schedule above.
CHS - All at-risk students should have
an assessment plan to monitor progress in math and reading. Teachers
are developing a 9-weeks assessment plan and the high school also follows
the October and March OGT testing schedule for state testing. Additional
testing for select groups will occur throughout the year for different
grades (ACT, PLAN, ASFAB, etc.) Terra Nova testing in reading, math,
science and social studies at EOY for ninth grade. See Star schedule
above.