You Are In: Curricula
What Is Aligned Curricula and Why Is It Important?
In September 2008, the district embarked on a five-year strategic plan that calls for aligning curricula for each discipline K through 12. In order to do this effectively, staff and parents need time to choose new curricula and learn how to use it. With aligned curricula, books and work materials are similar for each subject across each grade. An aligned curriculum also helps teachers set standards so that no child moves on to a new level without meeting prerequisites. This gives students the tools they need to succeed.
Vashon is one of the few school districts in the state not to have aligned K through 12 curricula. What we teach in each discipline varies by grade level and school. For example in science, some teachers use best practices, some develop their own curriculum, and others, mostly at the elementary level, don’t teach science at all. To determine what instructional materials we need to meet Washington State standards for each grade is a complex process that takes time. To help steer the process, we have established an Instructional Services Council (ISC) of parents and staff who are charged with research research, analyzing data, and recommending instructional materials for each subject area, one at a time.
How do teacher training days (formerly late arrivals) help with this process? This time will give teachers the opportunity to work together in Professional Learning Communities (PLCs) to assess student work and to identify the strengths and weaknesses of current curricula, thus establishing a baseline for choosing new materials. PLCs, also give teachers the opportunity to learn from one another about teaching techniques. This type of peer support inspires, motivates and helps teachers to grow professionally.
Finally, the time set aside for teacher training days is invaluable for teachers learning how to use new curricula and new instructional strategies. Buying new materials is expensive. To make sure our money is well spent, we must give our teachers the time and support they need to teach effectively.
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Response to Intervention Gets to the Bottom of Reading Barriers
This year, VISD is aggressively uncovering student reading delays with a new assessment program called Response to Intervention (RTI). But the name doesn’t really do justice to the program’s purpose. According to Superintendent Michael Soltman, “RTI should be renamed ‘Every Student Reads’ since the whole point is to identify and address reading problems across grade levels and then hone in on the needs of individual students.”
RTI is widely used nationwide to intensify, focus and individualize reading instruction so that students don’t fall through the cracks. The process begins with a two-minute assessment that measures the five areas of reading proficiency: phonemic awareness, phonics, vocabulary, fluency, and comprehension .
In September, every student from grades K through 5 was tested and categorized on a four-level color scale (blue =at the high end of grade level; green =at grade level; yellow=some risk; red=at risk).Students who scored in the lower quarter (some yellow and all red) took a more in-depth assessment to determine exactly where they need help.
From there teachers will determine how go to about addressing individual skills. For instance, while some students may work on breaking down sounds, others may focus on comprehension. They will be reassessed every six weeks—with a two-minute test—until they meet the benchmark. Once they reach grade level, they will go back into the mainstream reading program, but they will still be identified as “at-risk” throughout their time in elementary school so that, if their skills wane, they can receive immediate help.
“Research shows that when children get help exactly when and with the specific skill they need, the problem doesn’t become a gap,” says Roxanne Lyons, director of instructional services. “But if they aren’t reading at grade level by the time they reach middle school, it’s harder for them to catch up.”
“Already, we’re finding the assessments open dialog about how to help individual students,” notes Roxanne. “By using the same metrics on every student K-5, we’re able to compare our performance to national benchmarks. This data will expose where we need to improve, especially in the primary grades where the reading begins. Teachers and administators alike are eager to create appropriate strategies that support struggling readers. Later this year, the Instructional Services Council will work with teachers to choose targeted materials that will expand reading aptitude for all students.”
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District Rolls Out New Literacy Curriculum
Kicking off the school year, 130 teachers, counselors and administrators gathered for the first in a series of training sessions. Their focus: the new K-8 literacy curriculum , Lucy Calkins’ Units of Study. The new literacy program will be implemented over the next two years, in phases—first writing in 2009-10 and then reading in 2010-11—as part of VISD’s curricula alignment initiative.
Units of Study “ offers a “workshop” instructional approach that gives teachers a format for delving into specific writing skills (like crafting a thesis statement or using a semi-colon) during each 45-60 minute lesson. Using the same format each day, teachers focus on one skill, and students write for an extended period of time. Each year the instruction goes deeper, increasing proficiency in specific skills.
“The curriculum has a lot to offer and allows for different teaching styles,” says Gerie Wilson who teaches a multi-age class of 1st, 2nd and 3rd graders. “I love that we have to write and think in front of the children; that stretches my abilities. I love the explicit teaching model of the mini lessons and then allowing time to conference with individual children. It serves many writing abilities at one time, and it helps make everyone feel successful. On the downside, any new curriculum takes time to go through and to make it your own. One of the trainers, Barry Hoonan, presented it in a way that said have fun and go slow. I think we should follow his lead, having school-wide conversations about what works and our successes.
According to Roxanne Lyons, the district’s instructional services director, parents should expect their students to:
• Publish one completed piece of writing every six weeks;
• Learn a specific writing skill each day;
• Write for an extended period of time everyday
The training behind the curriculum is funded with $20,200 from the 2008 PTSA auction. Thanks to this generous donation, VISD can bring in coaches trained at Columbia University, where the curriculum originated. The trainings are conducted in a “lab” setting where teachers observe the coaches teaching a lesson, then have an opportunity to discuss their questions and ideas.
The labs will continue throughout the year in October, January and March. In addition to the labs, the bi-weekly Professional Development Days (PDDs), will give teachers time to share student work and best practices for teaching writing.
Frequently asked questions about curricula alignment
Using the strategic plan as a compass, the district is aligning curricula beginning with literacy and science. To find out more read the answers to these frequently asked questions about curricula allignment.
Hasn’t Vashon aligned curricula before?
Vashon has aligned curricula to state expectations before. But only in math has that alignment been accompanied with instructional materials.
What subject areas will be aligned?
Reading and writing come first because they set the foundation for learning. Science adoption will begin during the 2009-2010 school year. The curriculum will based on new state science standards slated for arrival in 2009.
How will you implement this?
An Instructional Services Council (ISC) – which is a major component of the district’s new five-year strategic plan – is responsible for taking the process from start to finish. Led by Roxanne Lyons, the ISC is a group of 19 teachers, administrators and parents. Their charter is to consider research on how students learn and to apply the research and best practices from other school districts when they are assessing curricular materials. They also analyze WASL data to identify learning trends for Vashon and find materials that respond to those trends while supporting best practices highlighted in the research. With staff input, they recommend instructional materials for final adoption.
What’s the schedule?
Beginning in 2008, the ISC will focus on the first phase of literacy (writing) and science (coaching and professional development). In 2009-2010, it will be phase two of literacy (reading and comprehension) and science (pilot and adoption of instructional materials).
What are the benefits?
As a rule, aligning curricula improves student performance. Part of the reason is that the process depends on teachers assessing student achievement on a regular basis. Each month during teacher training days, professional learning communities at each grade level meet to identify where students are making progress and where they need help.
How is the district helping teachers use new curricula?
Vashon Institute offers a variety of professional development opportunities for teachers in subjects where curricula is being evaluated and aligned.
For ongoing training, the district has hired a science coach (Trish Howard) to plan, model and team teach three science lessons with one teacher from each grade level during the 2008-2009 school year.
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Math Curriculum
These are the math curricula that each school uses.
Current Reading Techniques
This a list of current methodologies used by teachers to teach reading. The ISC is working to recommend a literacy program that will be used by all teachers in grades K-8.
