BOE 2-4-13
Tri-State Consortium Report: Social Studies K-12
Mr. Peter Giarrizzo, Asst. Supt. for Curriculum, Instruction and Personnel Ms. Maria Thompson, Social Studies Supervisor 6-12 February 4, 2013
Objectives of Presentation Describe the preparation process Give an overview of the visit and the findings in the report Present the work and suggestions of the Social Studies Task Force Where do we go from here?
What is the Tri-State Consortium? A consortium of high performing districts in the tri-state region These districts are committed to: – external evaluation of programs – a “critical friends” model – continuous improvement – accreditation
The Tri-State Consortium Assessment Model
Tri-State Indicators Indicators of Student Performance –
Performance-Based Assessment (PBAs)
–
Student Metacognition in the Learning Process
–
Student Performance Data
Tri-State Indicators Indicators of Internal Support – Curriculum and Instruction – Professional Learning, Supervision and Evaluation – Equitable Support for Student Needs – Shared Vision and Environment for Change
Tri-State Indicators Indicator of External Support – Parent and Community Support
Approach, Implementation and Results Approach: – How does the district or school organize and guide our work?
Implementation: – What do the teachers and administrators do to implement the district or school plan?
Results: – How have our plans and actions made a difference in student performance?
Pre-Visit Process Engaged all stake holders – Formation of Tri-State Steering Committee – Participation of the secondary Social Studies Department
Steering Committee Work Identified areas of strength and areas for growth in Pelham Reflected upon the definition of powerful and meaningful social studies instruction. Where does Pelham rank?
Steering Committee Work Received training in the Tri–State protocol and process Developed Essential Questions
Essential Questions To what extent does our current Social Studies Curriculum, K-12, reflect: The design of purposeful, authentic assessments that are aligned to the New York State Social Studies Core Curriculum and articulated horizontally and vertically. Research-based differentiated instructional strategies that are consistently implemented and promote high levels of student achievement. The continued integration of multiple literacy skills.
Collection of Evidence Collection Process Types of evidence: student work, data, meeting notes, budget papers, PD materials, PR materials, assessments, surveys, etc. Review of Evidence
Visiting Team Executive Director and Director of Training Teachers and administrative representatives from:
Consortium Visit Elements of the Visit – Review of evidence – Observation of classes (shadowing students) – Interviews – Consultancy
Consultancy Day 2 of the visit Gave the district insight into what the visiting team was thinking Answered any outstanding questions for the visiting team
Scoring Indicators were scored from level 1 to level 4 Debriefed with Superintendent and Assistant Superintendent
Tri-State Report Commendations Recommendations
Commendations Performance Based Assessments (6-8) Metacognitive activities High performance on exams – analysis Vertical articulation Time for professional development
Commendations Diversity Task Force and support services Vision Statement Ongoing communication with parents
Recommendations Develop a district-wide vision statement Define PBAs, Metacognition, Multiple Literacy Skills and Differentiated Instruction Consider K-12 PBAs with common criteria and rubrics across all schools
Recommendations Consider K-12 metacognitive activities – use the data Consider 5th and 8th grade benchmarks Develop a written K-5 curriculum Consider allowing K-5 more time to work on vertical and horizontal alignment
Recommendations Consider building on existing expertise in the faculty Expand the work of the Diversity Task Force Consider opening access to honors/AP level classes
Recommendations Consider developing capacity to differentiate and use multiple literacies in lessons Consider addressing inconsistencies in parent communication
The Consortium Returns In the Winter/Spring of 2014, the team will return to review our progress
Social Studies Task Force Formation of Task Force – teachers, administrators, CIAC, PTA Council, union, BoE
Mission – Review recommendations – Make suggestions
Task Force Process and Protocol Subcommittee Work – Assigned two Indicators – Asked to complete SWOT activities for each • • • •
Strengths Weaknesses Opportunities Threats
Task Force Protocol and Suggestions Subcommittee Work – Proposed 1, 3, and 5 year suggestions for continuous improvement – Prioritized Indicators/Categories
Prioritizing - Where do we go from here? Committee work: establish a Shared Vision Committee work: At the same time, establish common definitions K-12
Prioritizing - Where do we go from here? Construct and revise a K-12 curriculum with a skills spiral, common assessments, metacognitive activities , PBAs, and 5th and 8th grade benchmark assessments
Prioritizing - Where do we go from here? Develop metacognitive activities Train team in Data Warehouse Determine professional development focus
Prioritizing - Where do we go from here? Committee work: develop district policy on eChalk, Portal, and email usage Continue discussion on equity and access through Diversity Task Force, Site-Based Councils and BoE Committees
Closing and Questions Tri-State review as a celebration and an opportunity Tri-State connection with the development of Pelham’s Strategic Plan. Questions
Mr. Peter Giarrizzo, Asst. Supt. for Curriculum, Instruction and Personnel Ms. Maria Thompson, Social Studies Supervisor 6-12 February 4, 2013
Objectives of Presentation Describe the preparation process Give an overview of the visit and the findings in the report Present the work and suggestions of the Social Studies Task Force Where do we go from here?
What is the Tri-State Consortium? A consortium of high performing districts in the tri-state region These districts are committed to: – external evaluation of programs – a “critical friends” model – continuous improvement – accreditation
The Tri-State Consortium Assessment Model
Tri-State Indicators Indicators of Student Performance –
Performance-Based Assessment (PBAs)
–
Student Metacognition in the Learning Process
–
Student Performance Data
Tri-State Indicators Indicators of Internal Support – Curriculum and Instruction – Professional Learning, Supervision and Evaluation – Equitable Support for Student Needs – Shared Vision and Environment for Change
Tri-State Indicators Indicator of External Support – Parent and Community Support
Approach, Implementation and Results Approach: – How does the district or school organize and guide our work?
Implementation: – What do the teachers and administrators do to implement the district or school plan?
Results: – How have our plans and actions made a difference in student performance?
Pre-Visit Process Engaged all stake holders – Formation of Tri-State Steering Committee – Participation of the secondary Social Studies Department
Steering Committee Work Identified areas of strength and areas for growth in Pelham Reflected upon the definition of powerful and meaningful social studies instruction. Where does Pelham rank?
Steering Committee Work Received training in the Tri–State protocol and process Developed Essential Questions
Essential Questions To what extent does our current Social Studies Curriculum, K-12, reflect: The design of purposeful, authentic assessments that are aligned to the New York State Social Studies Core Curriculum and articulated horizontally and vertically. Research-based differentiated instructional strategies that are consistently implemented and promote high levels of student achievement. The continued integration of multiple literacy skills.
Collection of Evidence Collection Process Types of evidence: student work, data, meeting notes, budget papers, PD materials, PR materials, assessments, surveys, etc. Review of Evidence
Visiting Team Executive Director and Director of Training Teachers and administrative representatives from:
Consortium Visit Elements of the Visit – Review of evidence – Observation of classes (shadowing students) – Interviews – Consultancy
Consultancy Day 2 of the visit Gave the district insight into what the visiting team was thinking Answered any outstanding questions for the visiting team
Scoring Indicators were scored from level 1 to level 4 Debriefed with Superintendent and Assistant Superintendent
Tri-State Report Commendations Recommendations
Commendations Performance Based Assessments (6-8) Metacognitive activities High performance on exams – analysis Vertical articulation Time for professional development
Commendations Diversity Task Force and support services Vision Statement Ongoing communication with parents
Recommendations Develop a district-wide vision statement Define PBAs, Metacognition, Multiple Literacy Skills and Differentiated Instruction Consider K-12 PBAs with common criteria and rubrics across all schools
Recommendations Consider K-12 metacognitive activities – use the data Consider 5th and 8th grade benchmarks Develop a written K-5 curriculum Consider allowing K-5 more time to work on vertical and horizontal alignment
Recommendations Consider building on existing expertise in the faculty Expand the work of the Diversity Task Force Consider opening access to honors/AP level classes
Recommendations Consider developing capacity to differentiate and use multiple literacies in lessons Consider addressing inconsistencies in parent communication
The Consortium Returns In the Winter/Spring of 2014, the team will return to review our progress
Social Studies Task Force Formation of Task Force – teachers, administrators, CIAC, PTA Council, union, BoE
Mission – Review recommendations – Make suggestions
Task Force Process and Protocol Subcommittee Work – Assigned two Indicators – Asked to complete SWOT activities for each • • • •
Strengths Weaknesses Opportunities Threats
Task Force Protocol and Suggestions Subcommittee Work – Proposed 1, 3, and 5 year suggestions for continuous improvement – Prioritized Indicators/Categories
Prioritizing - Where do we go from here? Committee work: establish a Shared Vision Committee work: At the same time, establish common definitions K-12
Prioritizing - Where do we go from here? Construct and revise a K-12 curriculum with a skills spiral, common assessments, metacognitive activities , PBAs, and 5th and 8th grade benchmark assessments
Prioritizing - Where do we go from here? Develop metacognitive activities Train team in Data Warehouse Determine professional development focus
Prioritizing - Where do we go from here? Committee work: develop district policy on eChalk, Portal, and email usage Continue discussion on equity and access through Diversity Task Force, Site-Based Councils and BoE Committees
Closing and Questions Tri-State review as a celebration and an opportunity Tri-State connection with the development of Pelham’s Strategic Plan. Questions
