CURRICULUM RESOURCES
New! The draft of PreK- 8 English Language Arts Curriculum Standards is now up on the CT State website. This 2008 document represents the original 2006 framework with more comprehensive grade-level expectations and Connecticut Mastery Test correlations as a further delineation of standards. This document is also enhanced by sample lesson plans. Expectations in the components of balanced litercy are clearly delineated and correlate to what we have put into place. We will be reviewing this document over the summer and working on curriculum revision in Language Arts. If you are interested in working over the summer in developing new curriculum( Math,LA and Social Studies), please email me.
Model curricula in the areas of science and social studies will be forthcoming from the state. You will clearly notice the link between LA and content area curricula. We will have to determine how we will use Techpaths, our curriculum development software, to meet the needs of all teachers in not only revising our curricula but implementing the curricula.
Thursday, February 21, 2008
Friday, February 15, 2008
Learning Centers
In the olden days when I was teaching first grade, I had 4 reading groups and three different reading series. I had to be very creative in providing interactive learning for all students while I was working with each group. Now, with the implementation RTI and differentiation of learning, the need to be creative in providing independent interactive learning opportunities for students is expected. Today, we have many more resources available for teachers. First and foremost is each other. Collaborating and brainstorming ideas on creating interactive learning centers in your classroom is your first source. There are also some excellent books on this subject: Making the Most of Small Groups - Differentiaition for All by Diller; Literacy Work Stations by Diller;What Are The Other Kids Doing While You Teach Small Groups by Marriot and Learning Centers by Opitz. Of course Nancy Atwell and Lucy Calkins have many books on readers and writers workshop that can be utilized. Anyone with resources and ideas for teachers -- please share.
Friday, February 8, 2008
NEW STATE MATH CURRICULUM
The State Department of Education has just released a new draft of the curriculum standards. The following can be found on the state website. ( the link is on this blog) You will be able to download:
Draft PreK- 8 Mathematics Curriculum Standards This new document represents the original framework, but includes grade-level expectations and CMT correlations as a further delineation of standards.A Model for Mathematics Curriculum Grades PreK-8 This links you to several documents to help support curriculum development and instruction at this level. PreK-5 will be available soon.
Several towns in the state are presently piloting new benchmark assessment tests for grades 3-8. These tests are done on line by the students and are given in the fall and the spring. The assessments correlate to the standards. These assessments may become available for our use next fall. Plans are also in the works to develop a bank of these assessments for all of us to share statewide.
Our new Investigations program for our elementary schools correlates to these new standards. You should also note that skills in algebra are present in all grade levels.
It is my hope that this summer a group of teachers can work on creating Branford's Math Curriculum from these resources.
Draft PreK- 8 Mathematics Curriculum Standards This new document represents the original framework, but includes grade-level expectations and CMT correlations as a further delineation of standards.A Model for Mathematics Curriculum Grades PreK-8 This links you to several documents to help support curriculum development and instruction at this level. PreK-5 will be available soon.
Several towns in the state are presently piloting new benchmark assessment tests for grades 3-8. These tests are done on line by the students and are given in the fall and the spring. The assessments correlate to the standards. These assessments may become available for our use next fall. Plans are also in the works to develop a bank of these assessments for all of us to share statewide.
Our new Investigations program for our elementary schools correlates to these new standards. You should also note that skills in algebra are present in all grade levels.
It is my hope that this summer a group of teachers can work on creating Branford's Math Curriculum from these resources.
Wednesday, February 6, 2008
WELCOME
Welcome to my new blog. This is my first attempt at a blog and my goal is to promote active communication and shared learning throughout the district and to be as transparent as possible so all constituents know what is new and what is going on not only in the district but in the state. My special thanks to Bing (BHS) for my lesson in blogging.
When I looked up transparency I found that transparency is a means to another end: a trusting environment. Increased transparency helps develop a culture in which trust abounds, an environment that eventually creates an association that is satisfying and enjoyable to join and participate in. I learned that one of the prerequisites of a culture of trust is open access to common information.
Hopefully this will serve as one vehicle to keep the information flowing.
When I looked up transparency I found that transparency is a means to another end: a trusting environment. Increased transparency helps develop a culture in which trust abounds, an environment that eventually creates an association that is satisfying and enjoyable to join and participate in. I learned that one of the prerequisites of a culture of trust is open access to common information.
Hopefully this will serve as one vehicle to keep the information flowing.
RTI NEWS
The State Dept of Education just sent me information on the Early Intervening services and response to intervention (RTI). We have registered a team to go to one of the ½ sessions to learn about the state requirements. We do not know if we have been accepted. Information from the state on RTI is as follows:
“What is RTI? Response to Intervention is the practice of providing high-quality instruction/intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions (NASDSE, 2005). CT schools must have appropriate alternative programs and interventions that provide a continuum of educational opportunities to students as part of the regular education program (C.G.S.sec.10-76d-7, P.A.98-243).
The 2004 amendments to the Individuals with Disabilities Education Act (IDEA) address two new concepts designed to support state and local efforts to prevent inappropriate referrals to special education. The regulations allow a local education agency (LEA) to consider a child’s response to scientific, research-based intervention (SRBI) as part of the determination process for a Specific Learning Disability (SLD). This process is commonly referred to as Response to Intervention (RTI). In a separate section of the law, the regulations also permit an LEA to use not more than 15% of its IDEA Part B funds to develop and implement Early Intervening Services (EIS) for children in grades K-12 who are not currently identified as needing special education or related services including professional development, personnel to provide the services, and instructional materials. Generally, the use of funds is discretionary, except when a LEA has significant disproportionality in special education based on race or ethnicity.
Critical features in RTI include:
UNIVERSAL SCREENING (a.k.a. common district assessments): a type of assessment that is characterized by providing quick, low cost, repeatable screening of age-appropriate skills to all students. Screening data are organized in formats that allow for the analysis of both group and individual performance on specific skills over time. They should be provided at lease three times a year and utilized to validate and informal instructional decisions that will results in improved student performance.
CONTINUUM OF SUPPORT (a.k.a. “the triangle”): a multi-tiered model of service delivery characterized by instruction that is differentiated to meet learners’ needs at various tiers. Data-based decision making is essential in determining the intensity and nature of intervention needed. Each tier represents increasingly intense services that are associated with increasing levels of student supports, whether for enrichment or reinforcement.
PROGRESS MONITORING (a.k.a. data management system): an ongoing, systematic process for gathering academic and behavioral data. Mini curriculum-based assessments are utilized to directly ensure concepts and skills; they are formative in nature and sensitive to small increments of growth. Data should be utilized to examine student performance frequently over time, evaluate effectiveness of interventions, and inform instructional decisions in order to accelerate student growth.”
More information can be found at: http://www.ctserc.org/ and http://www.ct.gov/
“What is RTI? Response to Intervention is the practice of providing high-quality instruction/intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions (NASDSE, 2005). CT schools must have appropriate alternative programs and interventions that provide a continuum of educational opportunities to students as part of the regular education program (C.G.S.sec.10-76d-7, P.A.98-243).
The 2004 amendments to the Individuals with Disabilities Education Act (IDEA) address two new concepts designed to support state and local efforts to prevent inappropriate referrals to special education. The regulations allow a local education agency (LEA) to consider a child’s response to scientific, research-based intervention (SRBI) as part of the determination process for a Specific Learning Disability (SLD). This process is commonly referred to as Response to Intervention (RTI). In a separate section of the law, the regulations also permit an LEA to use not more than 15% of its IDEA Part B funds to develop and implement Early Intervening Services (EIS) for children in grades K-12 who are not currently identified as needing special education or related services including professional development, personnel to provide the services, and instructional materials. Generally, the use of funds is discretionary, except when a LEA has significant disproportionality in special education based on race or ethnicity.
Critical features in RTI include:
UNIVERSAL SCREENING (a.k.a. common district assessments): a type of assessment that is characterized by providing quick, low cost, repeatable screening of age-appropriate skills to all students. Screening data are organized in formats that allow for the analysis of both group and individual performance on specific skills over time. They should be provided at lease three times a year and utilized to validate and informal instructional decisions that will results in improved student performance.
CONTINUUM OF SUPPORT (a.k.a. “the triangle”): a multi-tiered model of service delivery characterized by instruction that is differentiated to meet learners’ needs at various tiers. Data-based decision making is essential in determining the intensity and nature of intervention needed. Each tier represents increasingly intense services that are associated with increasing levels of student supports, whether for enrichment or reinforcement.
PROGRESS MONITORING (a.k.a. data management system): an ongoing, systematic process for gathering academic and behavioral data. Mini curriculum-based assessments are utilized to directly ensure concepts and skills; they are formative in nature and sensitive to small increments of growth. Data should be utilized to examine student performance frequently over time, evaluate effectiveness of interventions, and inform instructional decisions in order to accelerate student growth.”
More information can be found at: http://www.ctserc.org/ and http://www.ct.gov/
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