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Increased Student Learning through
Researched and Field-tested Processes
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A
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Jumping on bandw...
B
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Academic program...
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Steering Committee...
D
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Steering Committ...
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Curriculum Coordin...
F
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Council develops...
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Council begins exe...
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Council members fi...
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These discussions ...
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Opportunities for ...
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The CCC should mak...
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Initiate discussio...
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Mission and vision...
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Staff development ...
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O
Council carefull...
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Building administr...
EXTERNAL
MANDATES
DISTRICT
IMPROVEMENT
PLANS
EDUCATIONAL
TRANSFORMER
(COUNCIL)
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SAC is trained in ...
Grades
bycategory
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...
TOPIC #2
TOPIC #1
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...
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SAC examines Commo...
Subject Mission
Course/
Grade Purpose
District Mission
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High-Achievement
Unit Outcomes
Components
For
Each
Outcome
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SAC MEMBERS READ THROUGH
ENTIRE CURRICULUM TOGETHER
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SAC completes a cu...
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Procedures include...
 component assessments
 criteria
 context
 teaching methods and student activities
 resources
 options for different...
Step 11
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The subjec...
Step 12
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Adjustment...
Step 13
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Step 14
Begin Year 3 . . .
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Step 15
Speakers
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R...
Step 16
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SAC makes ...
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Step 17
Begin Year 4 . . .
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Organizational
Management
William Edwards Deming:
• CLI has used Deming’s philosophy since
1986.
• Deming’s model serves a...
Curriculum
Ralph Tyler: Tyler’s principles begin with four very simple
but essential questions
1. What educational purpose...
Benjamin Bloom: Bloom merged learning theory with
the technical aspects of instruction.
Described six educational levels t...
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 Rick Stiggins
 1992 founded the Assessment Training Institute
(ATI), ...
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 Richard DuFour
 Public school educator for 34 years
 Tenured at Adla...
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CLI Pathways to School Improvement

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Curriculum Leadership Institute presents Pathways to School Improvement. Our consultants will help you implement this proven plan for success in your school district. Visit us at CLIweb.org!

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CLI Pathways to School Improvement

  1. 1. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved
  2. 2. Increased Student Learning through Researched and Field-tested Processes © Curriculum Leadership Institute All rights reserved This is an improvement plan designed to effectively deal with external accreditation and assessments of student learning, in addition to creating and implementing subject area curriculums.
  3. 3. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved
  4. 4. A www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Jumping on bandwagons doesn’t work. School leaders and educators commit to an academic program improvement model, giving it at least three to five years to get well underway. BOARD APPROVES ACTION PLAN THAT INCLUDES RESPONSIBLITIES, TIMELINES, AND BUDGET CONSIDERATIONS.
  5. 5. B www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Academic program governance is given strong leadership and a priority spot on the district’s agenda. DISTRICT CURRICULUM COORDINATOR POSITION IS CREATED, IF ONE DOES NOT ALREADY EXIST.
  6. 6. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Steering Committee is appointed by the superintendent, and is representative of all district educators. STEERING COMMITTEE IS A TEMPORARY BODY OF DISTRICT EDUCATORS. C
  7. 7. D www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Steering Committee receives and overview of the model and creates a policy document, similar to bylaws or a constitution, that clarifies purposes, authority, and relationships. THIS DOCUMENT IS APPROVED BY SUPERINTENDENT AND BOARD TO BECOME PERMANENT POLICTY FOR HOW CURRICULUM IS HANDLED.
  8. 8. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Curriculum Coordinating Council (CCC) is selected according to the guidelines of the model and provisions of the new policy document. COUNCIL IS REPRESENTATIVE OF ALL DISTRICT EDUCATORS AND INCLUDES BOARD, COMMUNITY, AND PARENT MEMBERS. E
  9. 9. F www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Council develops a comprehensive plan that clarifies duties and timelines for each subject area. THE LONG-RANGE PLAN IS USUALLY OUTLINED IN FOUR- OR FIVE-YEAR CYCLES. The Long-Range Plan includes developing curriculum and gathering baseline data; implementing and validating the curriculums; selecting resources; and preparing and validating common local assessments. F
  10. 10. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Council begins executing long- range plans via appointment of Subject Area Committees (SACs), use of staff development strategies, and possible use of consultants. SAC INCLUDES A CCC MEMBER AND REPRESENTATIVES FROM VARIOUS GRADE LEVELS AND BUILDINGS G
  11. 11. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Council members first understand the instructional segments that are crucial to implementing a new standards-based curriculum and then make decisions about what will be required, and an appropriate timeline. THE COUNCIL’S LEADERSHIP PROVIDES DIRECTION FOR ALL TEACHERS AND ADMINISTRATORS H
  12. 12. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved These discussions should involve all educators and take place over time. Changes should be made if grading practices are not a true reflection of student learning. THE COUNCIL GUIDES THE DISTRICT THROUGH RESEARCH, FEEDBACK, AND RECOMMENDATIONS FOR EACH BUILDING. I
  13. 13. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Opportunities for differentiated instruction must be provided by teachers in each classroom. The CCC is responsible for creating plans for additional learning support and enrichment opportunities that are conducted outside the classroom. OUT-OF-CLASS EXTENSIONS, INCLUDING SUMMER SCHOOL, SHOULD BE OUTCOME SPECIFIC. J
  14. 14. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved The CCC should make decisions about district assessments. • What is the total district assessment plan? • How will local assessments be handled? • What will be done with results? STAFF DEVELOPMENT MAY BE NECESSARY TO HELP TEACHERS DEVELOP LOCAL ASSESSMENTS. K
  15. 15. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Initiate discussion and possible revision of district mission and vision statements in terms of curriculum, instruction, and student learning. The mission and vision must be more than just a slogan. The CCC assures that the district’s priorities & beliefs are clearly stated and can be supported by all stakeholders. L THE MISSION AND VISION ARE GUIDES FOR THE DISTRICT’S SUCCESS
  16. 16. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved
  17. 17. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Mission and vision statements are incorporated into the system through staff development and regular inclusion in deliberations of all decision-making bodies. MISSION AND VISION LEAD TO PERSONAL BELIEFS AND PROFESSIONAL PRACTICES. M
  18. 18. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Staff development should be based on the needs and the timelines of the model rather than “this year’s new thing.” THE COUNCIL MUST ANALYZE PROGRESS AND MAKE SPECIFIC PLANS FOR EACH YEAR N
  19. 19. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved O Council carefully monitors progress to be certain that organizational short- circuiting and teacher burnout are avoided. TRYING TO DO TOO MUCH TOO SOON IS A MAJOR PROBLEM IN MANY ORGANIZATIONS.
  20. 20. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Building administrators are more important than ever, because they must understand the processes and work with the day-to-day challenges of accountability. ADMINISTRATIVE LEADERSHIP BECOMES MORE INTERACTIVE AND FACILITATIVE AS NEW CONCEPTS ARE IMPLEMENTED. P
  21. 21. EXTERNAL MANDATES DISTRICT IMPROVEMENT PLANS EDUCATIONAL TRANSFORMER (COUNCIL) www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Council reviews and acts on all matters pertaining to externally mandated assessment and accreditation. It organizes actions to assure that required data collection, disaggregation, or other procedures are systematically merged with the total improvement plan. Q
  22. 22. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved
  23. 23. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved SAC is trained in the model and creates a timeline for accomplishing responsibilities. TRAINING IS HIGHLY FOCUSED AND MEETINGS ARE CRISP AND ACTION ORIENTED Step 1
  24. 24. Grades bycategory www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved As an initial task, the SAC gathers information about curriculum that is currently taught and makes a preliminary analysis of the current curriculum. INFORMATION COMES FROM QUESTIONNAIRES AND IS DISPLAYED ON WALL CHARTS. Step 2
  25. 25. TOPIC #2 TOPIC #1 www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved The SAC conducts interviews with teachers to clarify information, and then identifies problems in the current curriculum. INFORMATION MUST BE LOGICALLY ORGANIZED FOR PRECISE STUDY Step 3
  26. 26. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved SAC examines Common Core and other state standards for key concepts and terminology. SAC then creates a focus area for each grade level and course and makes decisions. The topics that remain are essential, sequential K-12, and aligned with standards. Step 4 PARCC Standards Lesson Plans SBAC
  27. 27. Subject Mission Course/ Grade Purpose District Mission www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved The SAC writes a subject mission statement that causes everyone to know why the subject is being taught in this district. The SAC converts course and grade level focus areas into properly written course and grade-level purposes. Step 5
  28. 28. High-Achievement Unit Outcomes Components For Each Outcome www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved The SAC converts topics into properly written high achievement outcomes. These align with the course and grade-level purposes. The SAC also lists the components, which are the skills and concepts necessary to accomplish an outcome. Step 6
  29. 29. www.cliweb.org -- 620.794.1431 -- info@cliweb.org SAC MEMBERS READ THROUGH ENTIRE CURRICULUM TOGETHER © Curriculum Leadership Institute All rights reserved Conversations among small groups clarify how outcomes are worded, but there could be some confusion for teachers not included in the small groups. SAC members read aloud the entire curriculum checking for clarity, rigor, and errors in conventions. Step 7
  30. 30. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved SAC completes a curriculum document that teachers will use in their daily instruction. The new curriculum is considered a “draft” until after implementation and validation procedures are completed. Revisions are usually minor but can be substantial, depending on each individual situation. DRAFT IS APPROVED BY THE COUNCIL AND THE BOARD. Step 8
  31. 31. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Procedures include training sessions, written feedback forms, possible grade-level and departmental meetings, and effective communication measures. FEEDBACK FORMS PROVIDE INFORMATION ABOUT APPROPRIATENESS, AVAILABLE RESOURCES, SUCCESS INDICATORS, AND TRAINING NEEDS. Step 9
  32. 32.  component assessments  criteria  context  teaching methods and student activities  resources  options for differentiation  outcome assessment Step 10 Begin Year 2 . . . www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved MORE DETAILED LESSON PLANNING CREATES LONG-TERM BENEFITS Staff development for all teachers of the new curriculum results in Instructional Planning Resources, which include:
  33. 33. Step 11 www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved The subject area committee is responsible for making certain new curriculum can be effectively used by teachers. This involves implementing the validation procedures planned at the end of year one. ALL TEACHERS HAVE THE RIGHT AND RESPONSI-BILITY TO REPORT PROBLEMS WITH THE NEW CURRICULUM, AS WELL AS ITS EFFECTIVENESS
  34. 34. Step 12 www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Adjustments to the curriculum are made in accordance with teacher feedback and validation findings. Publishers and distributors are contacted to send sample resources for preview. RESOURCES MAY OR MAY NOT BE PREVIEWED NOW DEPENDING ON THE NUMBER AND DEGREE OF DOCUMENT ADJUSMENTS.
  35. 35. Step 13 www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved
  36. 36. Step 14 Begin Year 3 . . . www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Further recommendations concerning staff development may be needed, as well as consultant services, depending on individual district circumstances and SAC decisions.
  37. 37. Step 15 Speakers www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Resources are selected that are compatible with the locally prepared, high achievement curriculum. Software & Apps Internet Resources Field Trips Texts & Printed Materials Videos
  38. 38. Step 16 www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved SAC makes recommendations for assessment implementation
  39. 39. www.cliweb.org -- 620.794.1431 -- info@cliweb.org Step 17 Begin Year 4 . . . © Curriculum Leadership Institute All rights reserved Teachers provide feedback and the SAC revises where needed to assure assessments meet district needs for evaluation of learning and provision of data.
  40. 40. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved
  41. 41. Organizational Management William Edwards Deming: • CLI has used Deming’s philosophy since 1986. • Deming’s model serves as a catalyst for school improvement. • His ideas facilitate systemic change. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved
  42. 42. Curriculum Ralph Tyler: Tyler’s principles begin with four very simple but essential questions 1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained? www.cliweb.org -- 620.794.1431 -- info@cliweb.org Curriculum
  43. 43. Benjamin Bloom: Bloom merged learning theory with the technical aspects of instruction. Described six educational levels that relate to these intellectual qualities: (1) knowledge (2) comprehension (3) application (4) analysis (5) synthesis (6) evaluation. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved Instruction
  44. 44. www.cliweb.org -- 620.794.1431 -- info@cliweb.org  Rick Stiggins  1992 founded the Assessment Training Institute (ATI), acquired by Pearson in 2006  Stiggins works with educators at all levels to create high-quality assessments  Provides training in the use of student-involved assessment, record-keeping, and communication  Ken O’Connor  1995 developed 8 guidelines for grading  2007 those ideas were organized into 15 fixes for broken grades  Leading expert on how to grade and report effectively © Curriculum Leadership Institute All rights reserved
  45. 45. www.cliweb.org -- 620.794.1431 -- info@cliweb.org  Richard DuFour  Public school educator for 34 years  Tenured at Adlai Stevenson High School in Lincolnshire, Illinois, “the most recognized and celebrated school in America.”  Leading expert in the development and application of Professional Learning Communities (PLCs)  Robert Marzano  Cofounder and CEO of Marzano Research Laboratory A leading researcher in education  Speaker, trainer and author on instruction, standards and assessment, grading, classroom management, intervention, and school leadership. © Curriculum Leadership Institute All rights reserved
  46. 46. www.cliweb.org -- 620.794.1431 -- info@cliweb.org © Curriculum Leadership Institute All rights reserved

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