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Orchestrating Academic Excellence

Orchestrating Academic Excellence. Center Grove Community School Corporation. Shared Academic Vision. To develop the best academic programs for all Center Grove Community School students. We want all students to achieve to their highest potential. Curriculum Mapping.

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Orchestrating Academic Excellence

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  1. OrchestratingAcademic Excellence Center Grove Community School Corporation

  2. Shared Academic Vision • To develop the best academic programs for all Center Grove Community School students. We want all students to achieve to their highest potential.

  3. Curriculum Mapping • Purpose: To share and develop a challenging K-12, teacher-designed curriculum which avoids gaps and overlaps in instruction and which documents K-12 learning experiences.

  4. Curriculum Mapping Status • Teachers are working to document what is taught and assessed in each classroom and at each grade level to avoid gaps or overlaps in instruction. • Teachers have selected the most important Indiana math standards to teach and assess in each grading period. • Teachers will repeat the process with reading/language arts, science and social studies.

  5. Curriculum Mapping Status • Grades 6-12 teachers in each school have selected the most important Indiana standards to emphasize in each subject.

  6. Curriculum Mapping Status • K-12 teachers are in various stages of developing tests or other assessments given at the same time to all students in the same course to check learning

  7. Curriculum Mapping Vision • K-12 teachers: will develop a district plan for reading/language arts (June 2008) • Eventually all K-12 teachers will have for their grade level/course : • District level plans of the most important standards • Grade or subject plans for instruction • Tests or assessments that measure the standards • Shared Assessments that frequently measure student learning • Additional data from each assessment will be used to guide instruction.

  8. Curriculum Mapping Vision • Teachers will have an updated individual plan each year. • Students, parents and teachers will be able to view the district and grade or subject area plans for the school corporation. • Teacher-led curriculum reviews will occur frequently to reflect changes in student needs.

  9. New Reading Adoption(Scott Foresman: Reading Street) • We believe this series offers the most comprehensive approach to: • increase rigor • foster independent reading • provide strategic intervention for struggling students

  10. New Reading Adoption(Scott Foresman: Reading Street) • My Sidewalks is the companion, supporting intensive intervention program for students with the greatest needs.

  11. New Reading Adoption(Scott Foresman: Reading Street) The program is based on current reading research and focuses on the use of: • whole-group instruction • flexible, small group instruction matched to student needs • independent reading

  12. New Reading Adoption(Scott Foresman: Reading Street) • Over 540-960 leveled readers (books written for a variety of reading levels) are available for each teacher.

  13. New Reading Adoption(Scott Foresman: Reading Street) • Allows for differentiation for high-ability, at-level, below-level and ENL students using leveled readers and focused vocabulary instruction.

  14. New Reading Adoption(Scott Foresman: Reading Street) • K-5 textbook adoption was selected by a group of CG teachers. • They received additional professional development in reading prior to last year’s materials selection.

  15. Waterford Early-Reading Software • This software is currently being installed in all 6 elementary buildings. • Financed with a state grant.

  16. Waterford Early-Reading Software • Individualized and leveled reading instruction occurs daily (15-20 minutes) • Supporting materials available for school and/or home use • Provides remediation, at-level, and accelerated literacy work from K-1

  17. Classroom Novels • Issue: To address teacher and parent concerns about students reading the same book more than once in different grades. • Results: • Grades 3-6 common novel list created last year • Two to four common novels were selected and purchased for each grade

  18. NCA/PL221 Goals • This is the year that each school will select new academic target goals for both NCA accreditation and for PL221 state evaluation. • Literacy has been a common theme among district leaders. • Stay tuned as building steering committees select goals.

  19. Literacy Audit • Purpose: • Examine current resources and practices • Gather information to guide future decisions for professional development and literacy practices • Recommend a literacy framework

  20. Literacy Audit • Consultants have: • observed instruction in each building • surveyed and/or interviewed parents, students, teachers and administrators • examined resources and data

  21. Literacy Audit • Results of the audit should be available to administrators in December. • We plan to share this information with the Board and staff in the second semester.

  22. Instructional Coaches • 2.5 literacy coach positions and .5 instructional coach position have been added at the elementary level • A special programs coordinator oversees: • Literacy coaches • Title I program • High Ability services • These positions are paid for through grant money.

  23. English as New Language Learners • Created 2 full-time teaching positions for ENL instruction this year • Increased learning materials for ENL students and teachers • Provided professional development to West Grove teachers on working with ENL students in the general classroom.

  24. High Ability Task Force • Our goal is to increase services to our K-12 high ability students. • The state has a new law requiring schools to identify and provide services to high ability students in K-12. • Task force groups are developing recommendations to better serve our students.

  25. Curriculum, Instruction and Assessment (CIA Cadre) • This dynamic group of teachers is focused on professional development that will impact student learning. • Completed action-research projects • Attended differentiation conferences and implemented classroom strategies • Investigating assessment practices • Developing their leadership skills so they can positively influence their colleagues

  26. Technology • High tech multimedia classrooms to enhance instruction being piloted by 119 corporation teachers • Year 1 of a 3-year rollout • Middle school technology standards • Epsilen Project –online courses and portfolios • Grade 3 technology education

  27. Targeted Instructional Support • OASIS • Increased number of tutors from 5 in 2005 to 38 in 2007. • Tutors volunteer with K-3 students in 5 of our elementary schools • Tutors work on literacy skills 30 minutes each week

  28. Targeted Instructional Support • RTI: • Response To Intervention (RTI) is a program to identify students who struggle with specific skills and/or behavior. • Provides a daily targeted intervention for 30 minutes. • Purpose is to reduce the number of special education referrals. • Current interventions target reading. • Math and behavior interventions will be the next phase.

  29. Kindergarten • Kindergarten Camp: • Funded through the Johnson County CAPE Grant for early literacy • Students (120) with the greatest academic need are identified through screening • Students attend K-Camp to learn pre-literacy skills, phonemic awareness, classroom procedures, and enjoy reading and writing.

  30. Kindergarten • Full Day Kindergarten (FDK) expanded • 11 sections of FDK are offered. About ½ of all kindergarten students attend full-day. • Program provides expanded curricular opportunities

  31. Creating Positive Relationships (CPR) • We have replaced the “Always Changing” 5th grade adolescent education program with the CPR program to provide more consistency. • CPR has provided a 6th grade program. • This year the 7th grade program was added in response to parent requests.

  32. Summer Remediation Programs • Funded through state remediation funds last summer. • A two-week academic jumpstart program provided additional instruction to students in elementary, middle and high school. • Instruction focused on math and reading/language arts.

  33. Middle School Courses for H.S. Credit • First year world language courses were offered at both middle schools for high school credit. • This year Honors Algebra I is now being offered for high school credit.

  34. Middle School Programming • The Middle School Task Force is examining the best practices of Middle Schools. • Our goal is to develop and implement the BEST middle school programs for our district.

  35. High School Redesign • Has expanded teacher participation in the process of developing the best high school programs • Is focused on exploring programming options to maximize student potential • Has representatives visiting Denver, New York, Houston, and Portland, OR to view sample programs

  36. High School Redesign • Parents from the Coalition of Visioneers have joined high school staff in developing program direction • Paul Buck has provided leadership and cohesiveness for the High School Redesign Team.

  37. CARE • The CARE alternative high school program offers all core courses needed for graduation. • Two teachers work full-time with students. • On-line components provide individualized instruction to meet student needs. • 30 students participate in this program. • According to state funding regulations, the student-teacher ratio can be no greater than 15:1.

  38. SATs • A higher percentage of Center Grove High School students are taking the SAT than at any other high school in the county.

  39. Advanced Placement • CG successfully completed the national AP audit last year. • With the addition of AP Spanish, we now have 20 AP courses offered at the high school. • In the past five years, six AP courses have been added to the high school offerings.

  40. Advanced Placement • Brad Timmons, the AP coordinator, actively recruits students to enroll and complete the exams. • Mr. Shockley speaks to parent groups at the middle schools each spring to encourage enrollment in Honors and AP courses. • Goal: To increase the number of CG students taking AP courses and taking the AP exams.

  41. National Merit • Goal: To have 20 National Merit finalists within 5 years. • Last year, 1 CG student was named a National Merit finalist • This year, 5 CG students were named National Merit finalists • High school administrators are developing a long-term plan to achieve this goal.

  42. High School Dual Credit Options • CGHS offers 11 dual credit courses through area colleges and universities and is working to expand offerings • High school administrators have met with 5 post-secondary institutions to explore additional opportunities.

  43. Higher Expectations • Higher expectations (from good to great) have been set for everyone • A New Teacher Induction program emphasizes high expectations • Early Release Wednesday provide ongoing opportunity for staff professional development

  44. Higher Expectations • Administrative professional development has expanded • CG is growing our own administrators through teacher-leaders • New administrator professional development supports transition to Center Grove • Administrators are planning their own Professional Development based on district needs • Several PD opportunities including Cognitive Coaching, Curriculum Mapping Institute, National Staff Development Conferences and NCA are planned.

  45. Higher Expectations • Professional development for administrators has emphasized: • Increased rigor of teacher evaluations • Closer monitoring of new hires • Classroom walkthrough expectations • Knowledge of best practices in literacy • Collegiality and common purpose have accelerated the growth of the team

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