Academic Alignment
CROSBY TURNAROUND COMMIT TEE
9-10-14
Align energy
and resources to
create coherence
and sustainability
VS.
Adapted from Peter Senge, The Fifth Discipline
Align energy and
resources to create
coherence and
sustainability
CCT Rubric/
SEED-TEVAL/
SLO/IAGD
Unit Structure/
Curriculum
Management
Lesson Design
Alliance Monitoring/
Blueprint for Change
Teaming
Standards/PLC
Professional
Learning
Academics
Design and implement a rigorous, aligned, and engaging academic
program that allows all students to achieve at high levels:
 Academic rigor
 Student engagement
 Differentiation
 Curriculum and instruction aligned to CCS
 Supports for special populations
 Assessment system and data culture
Strategy #1:
Continuously engage in a systematic standards-based review, development, implementation and evaluation processi.e. Curriculum Management Cycle (CMC)
Objective 1:
Develop core curricula that are vertically and horizontally aligned with the
CT Core Standards and College and Career Readiness Competencies.
Adult Actions:
• Identify and adopt school/district-wide vertical alignment of developmentally
appropriate grade specific standards.
• Develop curricula (learning cycles) through the context of a progressive scaffold.
• Develop performance tools to describe student performance in measurable
terms.
Strategy #1:
Continuously engage in a systematic standards-based review, development, implementation and evaluation processi.e. Curriculum Management Cycle (CMC)
Objective 2:
Establish a strategic plan for monitoring the implementation of standards-based
curricula through the context of high functioning, data-driven instructional teams.
Adult Actions:
• Map and adopt teaming structures, standards, and feedback mechanisms.
• Implement instructional teaming standards for all team meetings; evaluate
effectiveness of the teaming standards in relation to its implementation.
Strategy #1:
Continuously engage in a systematic standards-based review, development, implementation and evaluation processi.e. Curriculum Management Cycle (CMC)
Objective 3:
Track and evaluate measurable indicators of student achievement.
Adult Actions:
• Develop assessments to inform district, school, department and/or grade-level
planning.
• Monitor assessment data.
Assessment
purpose
Tier III
Annual largescale
Tier II
Periodic grade
level and subject
area
Rate of
feedback
Type of
feedback
Primary target
of feedback
Infrequent
General,
Broad
General
accountability
audience:
policymakers,
community,
administrators
Administrators,
Teachers
(students/parents)
Tier I
Ongoing
classroom
Teachers, students,
parents
Frequent
Specific,
narrow
Strategy #2:
Continuously develop, implement, monitor, and evaluate instructional practices – supported by responsive, job
embedded professional development that directly aligns with the core curriculum.
Objective 1:
Develop, implement, monitor and evaluate instructional practices – supported
by responsive, job embedded professional development that directly aligns
with the core curriculum.
Adult Actions:
• Create the organizational framework that ensures school-wide collaborative inquiry
through a process of reflection, research and calibration.
• Provide staff with on-going, responsive technical assistance and coaching.
• Design protocols to ensure that lesson outcomes (and high leverage instructional
strategies) explicitly focus on grade specific standards.
• Monitor the fidelity of implementation of high-leverage, research-based instructional
strategies based on DDDM process (instructional data teams).
• Support understanding of, and competency in standards-based grading.
Professional Learning Plan:
•Workshops via Face to Face, Blended or Online delivery methods
–Institutes of Learning
–Targeted Shifts
•Professional Learning Community Assistance
•Self-paced learning modules
•Leadership Training
•Aligned to the Implementation Strategy
–Focus on a literacy shift and associated strategies
–Introduction at the beginning of the month via a Webinar*
–Continue the pattern of introductory Webinars each month*
Public/
Community
Classroom
Cabinet
College
&
Career
Readiness
Grade level/
content
instructional
data team
District Data
Team
School Leadership
Team
“I cannot improve my craft in isolation from
others. To improve, I must have formats,
structures, and plans for reflecting, changing and
assessing my practice…which must be continually
tested and upgraded with my colleagues.”
Carl Glickman, Leadership and Learning