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Welcome!• As you enter, please take a moment to respond to the statements posted on chart paper around the room. Use a red sticky dot to rank your level of comfort or understanding along each continuum. We will revisit these statements at the culmination of our session!– I have many ideas, strategies and resources for redesigning an instructional system.
– I fully understand the challenges that come with redesigning an instructional system and I have a variety of strategies for addressing problems and pitfalls that may arise.
– I feel energized and confident that I can contribute to redesigning an instructional system in my state, district, or school.
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Elizabeth Greninger, Ph.D.Erin Buchanan, M.A.
December 10, 2014
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Session Objectives• Share a realistic experience with undertaking reform
• Facilitate open dialogue about the keys to success and the approaches for overcoming challenges
• Present tools and resources for planning a change initiative
• Provide participants with hope and confidence that they can achieve their goals for change.
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Getting to Know You!• Who are you?
• What do you do (role/position in education)?
• Where do you live/work?
• Why are you at this session (what do you want to learn)?
• What is one enjoyable thing you will do over the upcoming holiday break?
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Getting to Know Us
• Elizabeth Greninger, Ph.D.
–Managing Associate, edCount, LLC
• Erin Buchanan, M.A.
– Senior Associate, edCount, LLC
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POLICY BACKGROUND
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Policy background: ESEA• All states are required under the current authorization of the Elementary and Secondary Education Act of 1965 to:– establish common, rigorous, grade‐level academic content and achievement standards that apply to all students;
– administer to all students annual assessments that measure students’ knowledge and skills in relation to these standards; and
– annually evaluate academic performance in relation to performance expectations.
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ESEA Flexibility
The US Dept. of Education invited each State Education Agency (SEA) to request flexibility regarding specific requirements of the No Child Left Behind Act of 2001 (NCLB) in exchange for rigorous and comprehensive
state‐developed plans designed to improve educational outcomes for all students, close achievement gaps,
increase equity, and improve the quality of instruction.
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ESEA Flexibility Status by State
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Puerto Rico ‐ EducationEducational regions and school districts of Puerto Rico
• 7 regions
• 28 school districts
Source: Puerto Rico Department of Education, http://educacion.pr/41‐institucion/2225‐regiones‐escolares
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History of the Puerto Rico Project
2010‐2011: Alignment and Validity Studies
2011‐2012: Curriculum Development
and Implementation
2013‐2014: Puerto Rico Core Standards and Puerto Rico Core
Curriculum
2014‐2015
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• The federal flexibility approval requiresPRDE to:– review its academic content standards to ensure
that they reflect college and career‐ready expectations;
– establish means for implementing these standards island‐wide, including providing intensive supports to teachers and administrators in priority and focus schools;
– review and revise its academic assessment system to reflect college and career‐ready expectations in all grades and content areas;
– implement a new, more sensitive process for identifying schools for support or recognition; and
– establish teacher and school directorevaluation systems.
Policy background: Flexibility2013‐14 2014‐15
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Digital Platform
Puerto Rico Core Standards
define annual expectations that
articulate across grades and content areas to
culminate in college and career ready outcomes. Curriculum
translates standards and the Framework for Teaching into roadmaps for high
quality instruction as well as formative assessments.
Framework for Teachingguides curriculum development, the
professional development component of school interventions and the observation portion of teacher evaluation
Annual Assessmentsyield data necessary to evaluate school, school leader,
teacher, and student performance each
year.
Teacher and Leader Evaluation
combines observation data based on the
Framework for Teaching and assessment data to yield indicators for each teacher and school director each year.
Professional Development
supports educators’ implementation of the curriculum through tiered models that
address needs in focus, priority, SIG, and other
schools.
School Evaluationuses assessment data to yield
indicators for each school each year.
Comprehensive Data and Analysis Systemstores and connects information from a variety of sources and supports all
required reporting.
Principle 1 Principle 2
Principle 3
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Technical Assistance for Puerto RicoDuring the 2013‐2014 school year, edCount assisted Puerto Rico in:
1. reviewing and revising the Puerto Rico Core Standards (PRCS) in Spanish language arts, mathematics, science, and English as a second language;
2. aligning existing curriculum maps and instructional resources to the revised PRCS;
3. developing classroom‐embedded performance tasks to inform school accountability determinations and improve instruction and learning; and
4. developing and delivering professional development “boot camps” following a train‐the‐trainer model.
This work informs decisions about:– test development for the PPAA and for other measures required
for non‐tested subjects and grades; and– Accountability models.
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Reflection
How does ESEA policy and ESEA flexibility impact your work directly and/or indirectly?
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OVERVIEW OF THE PUERTO RICO STANDARDS AND CURRICULUM REVISION PROJECT
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Puerto Rico Core Standards
Spanish language arts
Mathematics ScienceEnglish as a
second language
The Puerto Rico Core Standards (PRCS) are a comprehensive set of content standards that reflect the principles of college and career‐readiness, and are of rigor
and depth comparable to the Common Core State Standards (CCSS).
With edCount’s assistance, PRDE reviewed and revised its academic standards in…
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Standards Revision Outcomes• The standards revision process included:
Articulation of a set of broad goals that indicate CCR
expectations at the end of grade 12
Articulation of the knowledge, skills, and abilities (KSAs) at each
preceding grade or grade band that complement the
CCR goals at grade 12
An evaluation of the degree to which the K‐12 standards
articulate a clear and appropriate developmental progression of KSAs across
grades
An evaluation of the degree to which the revised standards reflect CCR
expectations
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Standards ImplementationFollowing the completion of the standards review and revision, the next steps in standards implementation were to:
1. Review and revise the existing curriculum materials to:
• Align with the revised standards and
• Include a series of classroom‐embedded performance assessments and rubrics to measure student performance
2. Design and establish a system of tiered professional development to support teachers in using the standards and the curriculum materials
3. Design and establish a digital system to support and manage curriculum and classroom assessment resources
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Puerto Rico Core Standards
Spanish language arts
Mathematics ScienceEnglish as a
second language
The Puerto Rico Core Curriculum (PRCC) is a comprehensive curriculum package that includes curricular, planning, and instructional materials
aligned with the new PRCS.
With edCount’s assistance, PRDE reviewed and revised its curriculum in…
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K‐12 Curricular Package
End of Year Student Profiles
Pacing Calendars
Curriculum Alignment
Tools
Curriculum Maps
Differentiation Strategies
Attachments to
Curriculum Maps
Performance Assessments
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Activity 1 – Curriculum Gallery Walk
Analyzing and Categorizing Artifacts Time
1) Each artifact is posted throughout the room with a set of questions. Walk around the roomto discuss and respond to the questions.
15 minutes
2) Share in a group to discuss and consider how you may use similar or adapted tools in your practice.
10 minutes
Purpose: Review and explore curriculum artifacts to learn more about the different elements of the curriculum reform.
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K‐12 Curricular MaterialsEnd of Year Student Profiles
– One for each grade level, K‐12
– Descriptions of what students should know and can do at the culmination of year‐long instruction at each grade level
– Inform the development and review of standards and curricular materials to ensure appropriate developmental progressions of essential knowledge, skills and abilities across grades
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K‐12 Curricular MaterialsPacing Calendars
–One for each grade/content area
–Presents the sequence, length, and title of each unit for a specific content area according to the time established for the school year
–Not simply a planning tool for teachers, it also provides a reference point for the teaching sequence of each unit island‐wide
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Pacing Calendar
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K‐12 curricular materials
Curriculum Alignment Tools (CAT)
–One for each grade/content area
–Supports the planning process and helps ensure that all the learning expectations written in the curriculum are covered
–Provides a visual representation of how and when each expectation is taught throughout the school year
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Curriculum Alignment Tool
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K‐12 curricular materialsCurriculum Maps
– All grades K‐12
– SLA, mathematics, science, and ESL
– 6‐8 maps per content area/grade level
– Follows the Understanding by Design (UbD) curricular framework
Attachments to accompany curriculum maps
– Resources that are mentioned in the curriculum maps
– May be for teacher planning/assessment use or for student instruction
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K‐12 curriculum revision• The existing curriculum required revisions to:
– Align with the revised standards
– Include a series of classroom‐embedded performance assessments and rubrics to measure student performance
• The curriculum revision process involved:
– Collaboration between PR content experts and edCount content experts
– Stakeholder review
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Performance assessments in the PRCC
edCount developed a series of classroom‐embedded performance assessments and rubrics to:
– measure student performance;
– further support teachers’ and students’ ability to monitor student achievement and progress against clearly defined learning targets; and
– be used within a newly developed teacher evaluation system that uses diagnostic, formative, and summative evaluation processes to provide information to guide and improve instruction.
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Performance assessments in the PRCC
• The performance assessment package:
– builds on the student profiles used in the PRCS development process;
– includes four classroom‐embedded assessments per grade and content area (one for each quarter of instruction);
– measures progress against the year‐long learning targets for each grade‐level; and
– includes one performance rubric for each assessment.
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Curriculum boot camp
• Quarterly roll‐out of curriculum materials, starting in summer 2014 in preparation for implementation in the 2014‐15 school year
• Collaboration with PRDE academic program directors to design and deliver quarterly professional development sessions (boot camps) beginning in July/August 2014
• PRDE designated up to 50 key PRDE academic facilitators per content area to participate in the boot camps.
• The boot camps served as a train‐the‐trainer for selected academic facilitators across the island.
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CENTRAL ELEMENTS OF A SUCCESSFUL REFORM INITIATIVE
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Central Elements1) Goal‐setting
– Understanding Puerto Rico and its student population– Interpreting and enacting federal policy
2) Timing– Responding to federal requirements associated with ESEA flexibility– Demonstrating urgency to address monitoring, compliance, and
possible funding and resource implications– Balancing execution of the reform initiative through effective
project management
3) Capacity‐building – Encouraging stakeholder collaboration and communication– Developing knowledge and skills
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Goal Setting• Understanding Puerto Rico’s unique history, cultural and societal values, school culture, and language served as the foundation for a tailor‐made approach for reforming Puerto Rico’s standards, assessment, and accountability system.
• edCount provided assistance to Puerto Rico to interpret and implement federal ESEA flexibility policy requirements.
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Timing• Goal: Develop high quality products in response to federal
ESEA flexibility requirements and demonstrate urgency to address monitoring, compliance, and possible funding and resource implications.
• How?– Collaborate with qualified and experienced consultants and staff– Demonstrate responsiveness to client needs and project
challenges– Manage the large scope of work through the use of
organizational tools and strategies– Establish process and content development guidelines– Provide an array of comprehensive trainings and helpful
resources to key players in the development process– Provide a clear communication protocol
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Capacity Building
Project ManagerTask LeadsContent ExpertsResearch Assistants
PRDE Academic DirectorsPRDE Content ExpertsCore Development TeamsDiverse Stakeholder Committees
Puerto Rico
edCount
Stakeholder collaboration and communication
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Meeting ScheduleMeeting Type Meeting Objectives
Planning Meetings and Webinars
• Discuss goals and purpose of upcoming work• Present proposed approach and process for completing work• Provide forum for collaborative discussion with client• Highlight resources that will inform development process
Review Meetings
• Facilitate process to review and refine the organization and content of materials, including standards, curricula and assessments
• Gather feedback on evaluative tools and checklists
Stakeholder Meetings
• Engage a diverse group of stakeholders in the review and validation of materials, including standards, curricula and assessments
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Curriculum Development ProcessPre‐stakeholder Meeting
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Curriculum Development ProcessPost‐stakeholder Meeting
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TOOLS AND RESOURCES FOR SUCCESS
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Activity 2 – Analyzing Project Artifacts
Analyzing and Categorizing Artifacts Time
1) Work in groups of 3‐4 to evaluate and discuss the artifacts. Match each identification card to the correct artifact.
10 minutes
2) Sort the artifacts into three categories (Goal Setting, Timing, and Capacity Building) and discuss how each artifact supports the category.
10 minutes
3) Share in a large group. 10 minutes
Purpose: Explore and discuss sample tools and resources (artifacts) from the Puerto Rico reform initiative.
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Reflection
How can these artifacts transfer to the work you are doing in your state or district?
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PLANNING A REFORM INITIATIVE
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Activity 3 – Planning a Reform Initiative
Planning a Systemic Reform Initiative Time
1) Complete the graphic organizer with a partner. • Provide a brief overview of the project.• Identify desired outcomes, collaborative
partners, and potential issues of barriers to completing the reform.
• Identify strategies for addressing the central elements of goal setting, timing and capacity building.
15 minutes
2) Large group share 5 minutes
Purpose: Collaborate with a partner to outline a plan for a state or district reform initiative.
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Activity 3 – Planning a Reform Initiative
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Takeaways• As you leave, please take a moment to respond to the statements posted on chart paper around the room. Use a green sticky dot to rank your level of comfort or understanding along each continuum. – I have many ideas, strategies and resources for redesigning an instructional system.
– I fully understand the challenges that come with redesigning an instructional system and I have a variety of strategies for addressing problems and pitfalls that may arise.
– I feel energized and confident that I can contribute to redesigning an instructional system in my state, district, or school.
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Contact Information
Elizabeth GreningerManaging Associate
@ElizGreninger
Erin BuchananSenior Associate
@erinbuchanan71
www.edCount.com
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Questions
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