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