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Ohio 8 Coalition Ohio 8 Coalition Leadership CouncilLeadership Council
Ohio 8 Coalition Ohio 8 Coalition Leadership CouncilLeadership Council
Meeting the Standards:Meeting the Standards:Akron Public Schools Curriculum and Akron Public Schools Curriculum and
InstructionInstruction
May 5, 2005May 5, 2005
Speakers• Keith Ohnhaus, Teacher, Firestone High School
– [email protected]• Linnea Gallagher, Teacher, Roswell Kent Middle School
– [email protected]• Cynthia Harris, Learning Specialist, English Language
Arts, K-12– [email protected]
• Steve Miller, Learning Specialist, Mathematics, K-12– [email protected]
• Kathy Sparrow, Ph.D., Learning Specialist, Science, K-12– [email protected]
• Adam Motter, Learning Specialist, Social Studies, K-12– [email protected]
Agenda• Opening Comments• Pacing Guides and Websites• Assessments• Professional Development• Curriculum and Instruction
Classroom Observations• Working Through Issues
Curriculum AlignmentCurriculum AlignmentCurriculum AlignmentCurriculum Alignment
A closer look at APS Pacing A closer look at APS Pacing Guides and web sitesGuides and web sites
Pacing Guides/Websites
Overview of Pacing GuideWhat is the purpose of the Pacing Guides?• Pacing Guides are the way we have organized the
Standards by Grade level. from student perspective (checklists) from teacher perspective
• They address “when” to teach benchmarks and indicators.
• They offer teachers ideas for “how”, and “why”.Rationale:It allows all teachers to be teaching at the same place at
the same time Mobility issues Collaboration Teachers were primary authors at all grade levels
Teachers Using Websites
Structure/Format• Strategies from the contents:
• Science– Teaching Timelines (Physical Science)– Proposition statements (Physical Sciences)
• Social Studies– OGT Review Guide– Identifying Sources for Instruction (Grade 6)– Student Question Mapping
• Mathematics– Sections to Skip (Pre-Algebra, Grade 8)– Links between the contents (Grade 3)
• English Language Arts– Revisions– Pacing Guide/Instructional Guide
AssessmentsAssessmentsAssessmentsAssessments
Assessments• Stiggins Training
– Training on Assessments FOR Learning– Training on Assessments OF Learning
• Guskey Trainings
• District Assessment Committee
• Trainings for Principals, Curriculum Leaders, Staff
District-wide Assessments
• 6-10 Secondary– English Language Arts, Mathematics,
Science and Social Studies– Based on Pacing Guide (Standards)– 9 week assessments
• 9 week & 27 week Assessments• Semester Exam & End of Year Exam
District-wide Assessments
• 6-10 Secondary– Teacher generated & reviewed– Scoring Guides generated
• Results reviewed with students
– District results generated• Network meeting discussions
– Provides accountability
District-wide Assessments
• K-5 Elementary - English Language Arts– Reading
• Dibels - Oral Reading Fluency• Harcourt Reading & Language Skills
– Aligned with State Standards• 3 times a year
– Writing• Adding Assessment in 2005-06• 2 times a year
District-Wide Assessments• K-5 Elementary - Mathematics
– Three times a year• Winter, Spring & Fall
– Based on State Indicators• Chosen from Harcourt items• Based on number of indicators for each Standard
– Band Scores developed– Information disseminated on Internet
Professional Professional DevelopmentDevelopmentProfessional Professional
DevelopmentDevelopmentTeaching and Learning OpportunitiesTeaching and Learning Opportunities
Rationale For Professional
Development
• Impact student academic achievement
• Impact classroom based practices
What We Do
• Plan and implement staff development in order to affect the quality of instruction
• Provide current research-based information and practices to impact teacher skills/knowledge
What We Do continued…
• Develop materials and secure resources to facilitate standards-based classrooms.
Why We Do It• Promote student focused learning• Promote collaboration among staff • Promote academic rigor• Promote continued learning for staff• Promote the sharing of best
practices and successful teaching practices/experiences
How We Do It• District Focus
– Related to district goals and initiatives
• Content Focus• Grade Level Focus• Concept and Skills Focus
How We Do It continued…
• Networks– Middle School (6-8)– High School (9-12)– Elementary
• (Primary K-2), (Intermediate 3-5)
Elementary Network 2005
Science and MathematicsNetwork
Social Studies and English Language Arts Network
Scope of Professional Trainings
• Train-the-Trainers– Standards Implementation– Textbook Adoptions– Content Literacy– Department Chair Inservices
• Assessment Development– Grades 6-10
• Pacing Guide Development/Revisions– K-12
• New Teacher Content Orientation
Samples of Workshops• Handwriting Course
– Manuscript– Cursive
• I Know I am a Good Science Teacher, But I Want to Better!– Lesson development– Assessment for Learning Design
• Online Workshop: PBS Teacherline, Math• Successful Teaching In Urban Schools• “Inclusion Solutions”
– Strategies for successful partnerships between content teachers and inclusion specialists (social studies)
Classroom VisitationsClassroom VisitationsClassroom VisitationsClassroom Visitations
Reality Sets InReality Sets In
Classroom Visits
• Feedback Form– Standards-Based
• Evidence of Standards• What Teachers Are Doing• What Students Are Doing• Classroom Environment• Assessment
– Teacher-generated• Link to form
Classroom Visits
• Expectations from Teachers
• Challenges
• Feedback
• Follow-up
• Professional Development Needs
Working Through The Working Through The IssuesIssues
Working Through The Working Through The IssuesIssues
Challenges AheadChallenges Ahead
Working Through Issues
– Speed of the Guide• In the past the teacher got as far as they could.
– What strategies are working to help overcome this?
» Looking at Data to uncover misunderstood concepts and ideas (Promising Practice)
» Working with teachers regarding pacing has been very helpful.
» Professional Development Workshops, Networks, Staff Meetings
• If I have to go faster does this mean I have to skip meaningful activities and information?
– How do you use your instructional time?– What content supports the assessment targets?
» Professional Development Workshops, Networks, Staff Meetings
Working Through Issues
• Differentiation of Instruction– Pacing Guides have suggested activities that
include many different examples of reaching learners
– Evidence of Understanding (Assessment element of the guide) uses differentiation techniques
– Secondary Content Literacy Training for teachers in the district this year
– Working on Inclusion Models» Margaret Searle’s Treasure Chest (ODE)» Summer Workshops and trainings
Working Through Issues
• Rigor and expectations of the benchmarks and indicators
– APS teachers became very good at OPT prep and intervention over the years (lower complexity questions), but the accountability is significantly different now
– Dialogue now is:» How do we support student precision in
assessment and deeper understanding of concepts?
» How do we get students to apply the knowledge?
» How do we get students to think critically about what they are learning?
» How do we get teachers to fundamentally shift how we view assessment, data analysis, and higher expectations for student learning?
Dissemination of information is tough
enough....... • How do you get the word out and
maintain consistency to thousands of teachers in many buildings?– How do you do this when the subject is...
• philosophical approaches to learning,• changing values and beliefs about urban
education, • higher expectations for teachers and students• performance
– Strategies/products provide a positive focus for teacher/specialists to dialogue changes.
Systems Growing and Developing:
ODE Academic Standards, NCLB, SBE,,Stiggins, Guskey,
Ruby Payne, SIP, Baldrige, UbD, Victoria Bernhart…
C and I System: SBE Modules, GCOS, Pacing Guides, PD,
Observations,Assessments,
Networks, Products, etc..
Other Systems Growing and Developing:
HSTW, MMGW,
Tracking and monitoring SIP, ODE systems…
How is C and I supporting and interacting with the other systems that are impacting teaching and learning?
The real challenge is
having C and I support and
mirror all of our district efforts
in the area of impacting
student achievement.
