Southington Public Schools Instructional Update April 28, 2005

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Southington Public SchoolsInstructional
UpdateApril 28, 2005
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Instructional Vision Statement
The instructional vision of the Southington
Public Schools focuses on an interactive model
where all staff and students work
collaboratively. High standards are the norm.
Teachers assume the role of facilitator, guiding
instruction in a data-driven environment. Students
take responsibility for their learning in an
active, hands-on, minds-on, self-directed
environment. Students assume the role of active
learner using technology as a tool for learning
in a goal-oriented, collaborative classroom.
Students become risk-takers, researchers,
problem-solvers, readers, and managers of their
own learning. The curriculum is interdisciplinary
and aligned with national, state, and district
standards. The curriculum utilizes best
practices, which include differentiation of
instruction, technology, engaging materials and
relevant content. Instruction meets the needs of
each student. Teachers use a variety of
instructional strategies with flexible grouping
and cooperative learning, and they address
multiple modalities encouraging inquiry-based
learning. Assessment drives instruction.
Assessment of students is performance-based and
aligned with state frameworks and national
standards. Students are provided with clearly
articulated rubrics, assessments are varied, and
students are judged by a variety of assessments.
Students know what to expect and teachers
articulate outcomes. Students learn in an
environment infused with respect and pervasive
caring highlighted by high expectations and an
individualized instructional program.
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Goals

• Focused, systematic, sustained Professional
  Development

• Instructional Consistency

• Utilize data to drive instruction

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THE SPS Initiatives
SPS
NCLB
Professional Development
Data Driven Decision-making
Inclusion
Curriculum Renewal
Ensuring Success for ALL Students
EIP
UbD
PBS
Differentiation
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CMT Improvement Plan

• Literacy Specialists
• Math Teacher Specialist

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Presentation
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Literacy Specialists

• Accomplishments
• Challenges

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Math Teacher Specialist

• Accomplishments
• Challenges

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Math Tutors

• Accomplishments
• Challenges

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Year 3
 
Year 4  
Year 5  
Curriculum Renewal Cycle

• Year 1 2
• Research and Development
• Align curriculum with
• frameworks and standards
• Review literature, research, best
• practices
• Develop units
• Identify materials and resources
• Determine PD needs
• Yr 2 PD getting ready
• Research proven practices
• New technology

Year 3 Implementation Put Curriculum into
Practice   On-going P.D.
Year 4 Monitoring How are we doing? Is it in
place?
Year 5 Evaluation Assess Success
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Curriculum Renewal
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Professional Development
U
nderstanding
D
esign
by
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3 Stages of (Backward) Design
1. Identify desired results
2. Determine acceptable evidence
Then, and only then
3. Plan learning experiences instruction
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Understanding by Design Grade
Unit Date _____
Established Goal (s)

• What relevant goals (e.g., Content Standards,
  Course or Program Objectives, Learning Outcomes
  etc.) will this design address?

Understanding(s)
Essential Question(s)

• What are the big ideas?
• What specific understandings about them are
  desired?
• What misunderstandings are predictable?

• What provocative questions will foster inquiry,
  understanding, and transfer of learning?

Knowledge
Skills
Students will know
Students will be able to

• What key knowledge and skills will students
  acquire as a result of this unit?
• What should they eventually be able to do as a
  result of such knowledge and skill?

Content Vocabulary
CAPT/CMT Connections
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Understanding by Design Grade
Unit Date _____
Performance Task (s)
Other Evidence

• Through what authentic performance task(s) will
  students demonstrate the desired understandings?

• Through what other evidence (e.g. quizzes, tests,
  academic prompts, observations, homework,
  journals, etc.) will students demonstrate
  achievement of the desired results?

Differentiated Version of Task
Rubric Criteria
Student Self-Assessments

• By what criteria will performances of
  understanding be judged?

• How will students reflect upon and self-assess
  their learning?

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Understanding by Design Grade
Unit Date _____
Learning Activities

• What learning experiences and instruction will
  enable students to achieve the desired results?
  How will the design
• W help the students know where the unit is
  going and what is expected? Help the teacher
  know where the students are coming from (prior
  knowledge, interests)?
• H hook all the students and hold their
  interest?
• E equip students, help them experience the key
  ideas, and explore the issues?
• R provide opportunities to rethink and revise
  their understandings and work?
• E allow students to evaluate their work and
  its implications?
• T be tailored (personalized) to the different
  needs, interests, abilities of learners?
• O be organized to maximize initial and
  sustained engagement as well as effective
  learning?

TECHNOLOGY RESOURCES
TECHNOLOGY RESOURCES
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Backward Design Logic

• STAGE 1 If the desired results are for learners
  to
• Understand that
• Be able to handle such challenges as
• STAGE 2 then, you need evidence of the
  students ability to
• General evidence needs, regardless of task
  specifics
• STAGE 3 so, the learning activities must
  involve

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Sample Units
Teacher Feedback
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Instructional Resources Purchasing Plan
High School Geometry 30,000 (06-07)
K-5, Social Studies 150,000 (06-07)
6-8, Social Studies 50,000 (06-07)
Data Warehousing ?? (06-07)
TOTAL 870,000.00
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We cannot become what we want to be by remaining
what we are. Max DePree
TEACHERS
RESOURCES
RESULTS
QuestionsDiscussion