Curriculum, Instruction, and Achievement Priorities

2011-2012(Presented to CCSD School Board - July, 2011)

Central Columbia School District provides excellence in

education to enable all students to reach their

potential as successful and contributing members of a

global society.

1. The needs of ALL children must drive the educational system.

2. Quality schools are committed to excellence providing a variety of means to achieve that goal.

3. All human beings have worth and shall be treated with respect, courtesy, and dignity.

4. All people are expected to assume appropriate personal responsibility and must be accountable for their performance and actions.

5. In a quality educational process, community, families, students, and staff communicate and collaborate in decision-making.

6. "Learning to Learn" by being creative, flexible, and willing to change is essential to meet the challenges of a changing global society.

OngoingNonnegotiable Curriculum,

Instructionand

AchievementGoals

2011-2012

• 2011 – 2012:Reading: 81% Math 78%

• 2012 – 2013:Reading: 91% Math: 89%

• 2013 – 2014:Reading: 100% Math: 100%

Teacher SurveyBased upon

PDE’s Foundational Questions(data-aligned, tied to SAS)

• High Quality, Standards Aligned Curriculum will drive instructional strategies, assessments, data analysis, and professional development to provide ALL students with a consistent, high quality education.

• Research Based Instructional Strategies (LFS, APL, Rigor-Relevance-Relationships, …) will be implemented with consistency and monitored daily in EVERY classroom.

• High Quality Assessments (Common Curricular Assessments, CRAs, 4-Sight, CDTs, PSSAs, Keystones…) that are aligned with State and Core Standards will measure student achievement and progress.

• Analyzed Data will direct fidelity of daily classroom instructional strategies, interventions/enrichment, professional development and alignment of resources in order to assist ALL students to achieve at levels on or above grade level.

• An Intervention Infrastructure will identify struggling students and prescribe specific intervention strategies, adjusting as necessary.

• Building-Level Support Practices (“The Leader In Me,” SWPBS, Career Pathways,…) will be incorporated at each building to ensure the building school climate is positive and engaging.

HOW DO WE MEASURE

THESE?

• Teacher Surveys, LFS Rubric• Administrative Monitoring• Monthly Department Meetings

– 5X5s, Collaborative Monitoring Meetings• Data Analysis Meetings

– PSSAs, 4-Sights, Common Assessments– Individual Students Data– Behavior– Building Practices

“Reflect and Revise”

ContinuousImprovement