12/7/2011 Meeting-Attachment (SFUSD BSC&CoreCurriculum)

Overview:

Currently all fifty states have their own curriculum standards and the assessments associated were written based on these individualized standards.  Therefore, it was impossible to have a fair comparison between states.  To resolve this issue, the national core curriculum was created.  California adopted this new set of national standards, and subsequently, our District developed assessments (Common Learning Assessment-CLA) in math and English to align with these new standards.  Now schools are tasked to administer these CLAs twice a year in addition to the STAR test given in April annually.

 

The CLA are written based on the adopted textbooks within the national standards, so in order to perform well on the CLA, the school has to use these adopted textbooks.  The current Algebra class might pose some challenges.  The CLA for English assess students in their literacy skills; therefore, non-English teachers will also be tasked to develop the students’ literacy skills as well as the subject matters in the coming years, though the current CLA only assess math and English.

 

The Core Curriculum Framework delineates how each school achieves its goals and meets its academic performance.  Right now the Core Curriculum Framework is based on the old California standards.

 

 

“The San Francisco Unified School District sees the achievement gap as the greatest social justice/civil rights issue facing our country today; there cannot be justice for all without closing this gap.”

 

District Initiatives School Initiatives High School Initiatives
Core Curriculum Framework

English Language Development

Educational Service Delivery to Students with Disabilities

 

Ÿ  Equity and Access – Making Social Justice a Reality

Ÿ  Achievement – Engage High Achieving and Joyful Learners

Ÿ  Accountability – Keeping Our Promises to Students and Families

Ÿ  9th Grade Transition

Ÿ  A-G

Ÿ  Algebra

 

Ÿ  Core Curriculum Framework Ÿ  English Language Development Educational Service Delivery to Students with Disabilities
Ÿ  Standards Maps

Ÿ  Assessment & Collaboration Calendar

Ÿ  Intervention

 

 

Ÿ  At least 30 minutes per day for all EL students

Ÿ  Essentials of ELD

  1. Language Objectives
  2. Differentiated Language Instruction, which includes

Ÿ  Vocabulary development

Ÿ  Language structures

Ÿ  Sentence frames

Ÿ  Structured Language Practice

Ÿ Inclusion services at K,  6, 9

Ÿ Implement Pre-Referral

Ÿ Interventions

 

 

 

I did a side-by-side comparison of the BSC/SP template that the SSC reviewed in the Spring compared to the BSC/SP template that was handed out this Fall. The two documents are identical except in the district initiative for English Language Development:

District Initiative Two: English Language Development

Ÿ  30 minutes per day for all EL students

Ÿ  Essential Elements of ELD

1. Language Objectives

2. Structured Learning Protocols

3. Differentiated Sentence Frames

 

Describe what your school will do to ensure that this initiative is met.

 

Possible Next Steps Towards Implementation for the English Language Development initiative may include: reviewing CELDT and other language development assessment data (e.g., ADEPT); participating in APD’s

professional development related to the Essential Elements of ELD and other EL professional development provided by English Learners Support Services; engaging teachers in completing and analyzing Section III of the Lau Protocol; and supporting teachers to implement the ELSS ELD sample lessons.

District Initiative Two: English Language Development

Ÿ  At least 30 minutes per day for all EL students

Ÿ  Essentials of ELD

  1. Language Objectives
  2. Differentiated Language Instruction, which includes
    1. Vocabulary development
    2. Language structures
    3. Sentence frames
    4. Structured Language Practice

Describe what your school will do to ensure that this initiative is met.

 

Possible Next Steps Towards Implementation for the English Language Development initiative may include: reviewing CELDT and other language development assessment data (e.g., ADEPT); participating in APD’s professional development related to the Essential Elements of ELD and other EL professional development provided by English Learners Support Services; engaging teachers in completing and analyzing Section III of the Lau Protocol; and supporting teachers to implement the ELSS ELD sample lessons.

Background:

In 2008 the Board of Education adopted an ambitious 5 year strategic plan to close the achievement gap. Central to the plan was the development of  a Core Curriculum and Common Learning Assessments. One of the 13 initiatives of the plan was a  “ project that will develop rigorous and consistent curriculum to meet the new California and national core standards for all students”  The goals for this project for 2011 were articulated as:

  1. Co-construct the key components of the 21st century core curriculum, including scope and sequence, instructional strategies, assessments, and teacher resources for English Language Arts and Mathematics.  Begin with schools that are ready to participate in testing the curriculum and providing feedback to modify the tools and materials.
  2. Develop a multi-year curriculum and assessment plan for implementing the 21st century core curriculum, instructional strategies, and assessments across all schools.
  3. Build a professional learning system, including a web-based platform, to support the co-construction of the core curriculum and to give feedback on the assessments and to post and share practice within and across schools.

 

Core Curriculum and Common Learning Assessments

 

Project Overview

Guarantee that all students have access to rigorous and consistent curriculum that meets the new California and national core standards and promotes 21st century learning for all students, as articulated in our vision for student success. Develop the 21st century core curriculum with teachers, school leaders, and students and use it to provide the baseline for differentiated instructional strategies that are informed by Common Learning Assessments (CLA). Ensure that teachers and instructional staff at all schools continuously refine their approach to using core curriculum, instructional strategies, resources, and assessment tools through active participation in Equity Centered Professional Learning  Communities (ECPLCs).

 

2011 Goals

  1. Co-construct the key components of the 21st century core curriculum, including scope and sequence, instructional strategies, assessments, and teacher resources for English Language Arts and Mathematics.  Begin with schools that are ready to participate in testing the curriculum and providing feedback to modify the tools and materials.
  2. Develop a multi-year curriculum and assessment plan for implementing the 21st century core curriculum, instructional strategies, and assessments across all schools.
  3. Build a professional learning system, including a web-based platform, to support the co-construction of the core curriculum and to give feedback on the assessments and to post and share practice within and across schools.

 

Project Status Report

 

As part of implementing its strategic plan, Beyond the Talk, SFUSD is using a project management structure, which will include ongoing project status reports. Each report contains milestones that must be reached to make sure that the goals will be reached, project metrics to ensure the project is on track, a color code that corresponds to key progress metrics, and lessons learned and challenges. To see the latest project status report for the Core Curriculum and CLA initiative go here.

 

Read an overview of the district’s 13 priority projects for 2010-2012

 

Thirteen Initiatives

“The San Francisco Unified School District sees the achievement gap as the greatest social justice/civil rights issue facing our country today; there cannot be justice for all without closing this gap.”

— Carlos A. Garcia, Superintendent

 

The San Francisco Unified School District has higher average test scores than any other large, urban California school district. But ensuring our students reach their full potential requires more than having them perform well on tests. To help all students achieve their aspirations, SFUSD has developed a series of plans and projects to help create quality schools throughout the district:

 

Superintendent’s Zone/School Improvement Grant (SIG)

SIG is a three-year competitive grant to help improve student learning in 10 high-needs schools.  Funding allows the district to address the unique priorities school leaders and communities identify, as well as focus attention on areas of improvement that all schools are undergoing. Read more here.

 

College and Career Readiness

This project will help SFUSD achieve its goal of graduating all students so they are college and career ready by

expanding programs, partnerships, and coursework to help fulfill California public university requirements. Read more here.

 

Core Curriculum and Common Learning Assessments

A project that will develop rigorous and consistent curriculum to meet the new California and national core standards for all students. Read more here.

 

Special Education Redesign

Comprehensive reform of policies and programs to provide services that support students with disabilities through a partnership with general education. Read more here.

 

Student Placement: Middle School Feeder Patterns

A plan for K-8 pathways, which have assignment patterns so certain elementary schools feed into specific middle schools. These pathways create continuity for academic programs, support positive school climates, and build a bridge from elementary to middle school. Read more here.

 

Area Teams

Organization of the central office staff into area teams to provide a greater level of service and guidance to schools to ensure that the needs of schools inform and guide the strategies of the district. Read more here.

 

Early Learning

Creates a continuum of instruction between preschool and elementary school by incorporating a strong literacy approach, a smoother transition between grades, parental engagement, professional development, and summer and after-school programs. Read more here.

 

English Learners/Lau Plan

Ensures that english learners acquire high levels of English and home language proficiency, academic achievement, and skills that lead to success in the 21st century. Read more here.

 

Human Capital

A plan to recruit highly qualified, effective teachers and implement an evaluation system and tools to help develop leadership and encourage professional growth. Read more here.

 

Parent Engagement

An initiative that provides parents with continuous feedback on the progress of their child so that they may fully participate as educational partners and ensure their child graduates from high school with the skills to be college and career ready. Read more here.

 

Partnerships and Resource Development

A plan to attract and coordinate private funds with the philanthropic community to maximize resources and facilitate ongoing collaboration in pursuit of a shared vision for SFUSD youth. Read more here.

 

Restorative Practices

The creation of safe and caring school environments where students learn to take responsibility for their actions and adults have the tools to promote positive student behavior. Read more here.

 

Central Office Accountability and Performance Manager

An initiative that seeks to improve service from the central office to the school sites through the development of new or existing work-related processes and tools . Read more here.