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EXCELLENCE…BY DESIGN

 

BLUEPRINT for ANDOVER 21

 

CURRICULUM, INSTRUCTION, ASSESSMENT

AND SCHOOL STRUCTURE IMPLEMENTATION PLAN

INTRODUCTION

 

 

As we work together, it is important for each of us to understand the direction of the Andover Public Schools in curriculum, instruction, assessment, staff development, and school structure. This long range planning document is intended to set the direction of educational improvement efforts in our schools over the next several years with respect to the aforementioned areas. This document was developed with these parameters:

 

Providing a curriculum that challenges each learner while assuring mastery of basic skills.

Integrate technology with curriculum, instruction, assessment, and staff development efforts to initiate, reinforce, extend, and remediate student learning.

Emphasize homework, pride of accomplishment, and high expectations for student behavior and performance.

Work toward a consistency of curriculum PK – 12.

Emphasize personal and institutional accountability

 

Two key points are made about the direction of improvement and the ways in which it can be achieved. The first point is to provide a vision of the type of instruction that we want to see as the hallmark of educational opportunities that we provide Andover students and that vision is represented in the instructional philosophy statement listing themes and characteristics of the learning-centered classroom. The second point is to illustrate that improvement happens through a continuous process that involves systemic change. Systemic change means that all of the interrelated elements of the educational endeavor are examined and plans are made to affect change in all parts in a planned and coordinated set of strategies aimed at achieving the district mission and vision of instruction that we have chosen.

 

This document describes the educational improvement goals and implementation strategies that are projected for the district in the areas of curriculum, instruction, assessment, and school structure. Each of these areas has an overview describing the goals for improvement followed by a chart that establishes timelines and brief descriptions of the implementation steps that must be taken to achieve the goals. These projections are made based upon the ongoing program development work that the Assistant Superintendent for Curriculum and Instruction coordinates in conjunction with the Curriculum Leadership Council, the program area curriculum councils, and the principals, directors, coordinators and program advisors.

 

Other key elements of our educational endeavors such as technology, facilities improvements, or school improvement plans are described in other planning documents prepared by our administrative team.

 

 

Background - Organizational Structure for Curriculum Development

 

January 1996 marked the establishment of a new organizational structure for curriculum development in the Andover Public Schools. The two major structures, the Curriculum Leadership Council (CLC) and the "discipline specific" ((English language arts, math, science, social studies, fine arts, health, physical education, world languages and technology) curriculum councils, were created so curriculum work is performed effectively and in a collaborative manner.

 

 

Curriculum Leadership Council Functions

1. Recommend and develop curriculum-related guidelines, procedures, and policies.

2. Implement School Committee policies regarding curriculum, instruction, and assessment.

3. Develop a vision of quality curriculum and instruction

4. Develop educational goals aligned with state goals

5. Develop a curriculum development and revision cycle.

6. Develop standard format for curriculum guides.

7. Develop the structures to facilitate teacher and community input into the curriculum.

8. Review and evaluate discipline specific council curriculum proposals (benchmarks, assessments, scope and sequence, staff development and resources) to determine alignment to school system beliefs, vision, mission, curriculum and instructional policies and philosophies. Submit recommendation to the Superintendent of Schools.

9. Monitor work of discipline specific curriculum councils.

 

Membership:

- 13 teachers (5 elementary, 4 middle, 4 high)

- 2 coordinators/directors

- 3 principals (elementary, middle, high )

- 3 parents (elementary, middle, high)

- 2 high school students

- 1 school committee

- assistant superintendent

PK – 12 Discipline Specific Council Functions

 

 

1. Become knowledgeable about the MA Curriculum Frameworks and assessment program

2. Research knowledge base on discipline (effective teaching and learning practices, major national initiatives)

3. Identify a common program of studies, the curriculum requirements and subject time allocations for each level of schooling.

4. For each subject, develop the documents that delineate the grade level benchmarks for a core curriculum, including scope and sequence charts and curriculum guides.

5. Develop district curriculum-based tests and other performance measures to supplement the MCAS (Massachusetts Comprehensive Assessment System) tests

6. Identify instructional (materials, software, hardware, textbooks, resource materials, etc.)

7. Identify staff development needs to implement the curriculum and instructional strategies.

8. Develop preliminary budget recommendations for curriculum development and implementation.

9. Evaluate the curriculum.

10. Present work to Curriculum Leadership Council for review.

* develop training program for staff member

Membership:

- elementary, middle and high school teachers

- elementary, middle and high school administrators

- assistant superintendent

 

Since its inception in 1996, the Curriculum Leadership Council reviewed much research and past Andover curriculum work in its development of our foundation documents - beliefs, vision, mission statement, student educational objectives, and the curriculum development and revision cycle. Our foundation is based upon the following which is summarized from John Naisbitt’s Global Paradox, the U.S. Department of Labor’s What Work Requires of Schools: A SCANS (Secretary’s Commission on Achieving Necessary Skills) Report for America, and Massachusetts Department of Education’s Common Chapters, Habits of Mind, and Common Core of Learning.

 

 

Major Trends of the 21st Century

 

Shift from specialization to general knowledge – The boundaries between fields of knowledge are disappearing in both work and general living. Citizens of the 21st century will need to make stronger use of mathematical and scientific principles, historical and cultural knowledge, and communications than ever before.

 

Rapidly changing knowledge base – Knowledge is doubling every few months. Much of what we know today will be obsolete tomorrow.

 

New technology in all areas of life – New technology will dramatically change the way we live, travel, communicate, work and play in the 21st century.

 

Instant worldwide communication – New technology will make worldwide communication a part of everyday life in the house, business and government.

 

Increasing international interdependence – Today’s social, economic, political and environmental events cross national boundaries. By the 21st century, it will be common for nations to pool resources and personnel to solve the problems they share.

 

Shift from manufacturing to service economy – Over 90% of new jobs will involve the delivery of services to the public (such as medical, legal, personal and hospitality service). Only 8% of the of new jobs will be in manufacturing.

 

Frequent changes in the workplaces – High-speed change will rule the workplace in the 21st century. Workers will need to adjust often to new methods, technology, products and services. In addition, most workers will have to learn more that 6 different jobs during their working lives.

Increasing diversity of the U.S. population – By the year 2000, over 50% of school age children in large U.S. cities will be from minority groups. The percentage of elderly citizens across the U.S. will be larger than today.

Change in personal and family roles – By the year 2000, over 40% of children in the U.S. will live in single-parent households. Disruptions in family life due to divorce or job changes will create stress in both parents and children. The roles of men and women in family and society will continue to change.

 

Increasing emphasis on health and wellness – The citizens of the 21st century will take greater responsibility for maintaining their own health. They will face many more choices about nutrition, lifestyle and preventive medicine.

 

SCANS Report Workplace Skills

 

The know-how identified by SCANS is made up of five competencies and a three-part foundation of skills and personal qualities that are needed for solid job performance. These include:

 

Competencies Effective workers can productively use:

 

Resources – allocating time, money, materials, space and staff

Interpersonal Skills – working on teams, teaching others, serving customers, leading, negotiating, and working well with people from culturally diverse backgrounds

Information – acquiring and evaluating data, organizing and maintaining files, interpreting and communicating, and using computers to process information

Systems – understanding social, organization and technological systems, monitoring and correcting performance, and designing or improving systems

Technology – selecting equipment and tools, applying technology to specific tasks, and maintaining and troubleshooting technologies

 

 

The Foundation Competence requires:

 

Basic Skills – reading, writing, arithmetic and mathematics, speaking and listening

Thinking Skills - thinking creatively, making decisions, solving problems, seeing things in the mind’s eye, knowing how to learn, and reasoning

Personal Qualities – Individual responsibility, self-esteem, sociability, self-management and integrity

 

 

 

Skills/Competencies Workplace 2000

 

Communication skills (especially listening and viewing)

Computation skills

Technology literacy

Higher level thinking skills

Ability to work cooperatively

Work ethic – personal responsibility

 

 

 

 

 

 

 

EXCELLENCE…BY DESIGN

Based upon review of the literature and much discussion, the Curriculum Leadership Council recommends adoption of the following items as the foundation documents for curriculum, instruction, staff development, assessment, and school structures for the Andover Public Schools’ Excellence …By Design - Curriculum Blueprint for Andover 21.

 

STATEMENTS of BELIEF

We Believe…

All students can learn and reach their potential

Children learn what they live

Schools and community work together to prepare student to contribute positively to a democratic society and world community

Learning is a continuum that occurs inside and outside school and takes many forms

Clearly defined standards, benchmarks, and performance expectation promote success.

Each student should be prepared to contribute to an increasingly multi-faceted, multi-cultural society and work place

School staff are leaders and innovators in education and are positive role models

School programs must be flexible

Services and programs should be designed to benefit the learners, not just be convenient to the providers

 

 

VISION STATEMENT

 

The Andover Public Schools is a student-centered, family oriented system with high expectations and a long tradition of achievement. We value the uniqueness of each student who enters our schools. We believe strongly that every child can learn and deserves a high-quality education.

We are committed to developing life-long learners who value themselves, respect the environment and the diversity of its people, and are prepared to fulfill their responsibilities as world citizens. Our programs will develop literacy, teamwork, wellness, creativity, and the ability to solve problems. Our graduates will know how to learn.

In partnership with the community, we will strive to lead, educate, and inspire. This steadfast commitment to learning is central to our common well being. We seek to honor the potential that resides is us all.

 

 

EXCELLENCE…BY DESIGN

 

 

 

 

 

 

MISSION STATEMENT

The mission of the Andover Public Schools

in partnership with the community

is to provide students

with the knowledge, skills, and qualities

required to be successful in a diverse society

The mission of the Andover Public Schools

in partnership with the community

is to provide students

with the knowledge, skills, and qualities

required to be successful in a diverse society.

 

 

 

STUDENT LEARNING STANDARDS

The following student outcomes, taken from the Common Core of Learning established by the Massachusetts Department of Education (1993), serve as the standards by which student achievement in Andover will be assessed.

 

 

Within and across all of the subject areas, our graduates will be

 

Knowledgeable individuals… acquire, integrate and apply essential knowledge

…use the arts, mathematics, computers and technology effectively

Effective communicators… read, write, and communicate

Competent thinkers…define, analyze and solve complex problems

Effective collaborators… ability to work in groups and individually with others

Quality producers… study and work effectively

Responsible citizens… demonstrate personal, social, and civic responsibility

Andover Public Schools

Andover, Massachusetts

 

INSTRUCTIONAL PHILOSOPHY: LEARNING-CENTERED CLASSROOM

 

 

Three themes of the Learning-Centered Classroom

 

High Challenge

Active Learning

Diversified Instruction

 

 

Strategies that Promote Learning-Centered Classroom Practice:

 

High Challenge

 

Raise expectations for all students

Identify standards, benchmarks, performance activities and assessments for student achievement in the written curriculum document

Use new research that delineates new strategies that help underachieving students learn curriculum material at grade level expectation

Promote higher level thinking skills through curriculum that is based on inquiry, problem-solving, and application of key knowledge, issues, and concepts

Provide opportunities for enrichment

 

 

Active Learning

 

Emphasize that the process of acquiring knowledge and the development of concepts, skills, and attitudes are of fundamental importance.

Design learning experiences that include opportunities for cooperative learning and for individual inquiry

Design interdisciplinary curriculum opportunities so that students can understand the connections in the knowledge they are learning to other fields and to real-world applications

Use technology to explore knowledge, to conduct investigations and to produce products

 

 

Diversified Instruction

 

Teach using a variety of strategies and approaches

Use flexible grouping

Use assessment to understand student needs and design responsive instruction

Compact the curriculum for advanced students and provide extended learning opportunities

Use technology to create a learning environment that is responsive to different learning needs

Design school schedules so that they maximize opportunities for active learning and diversified instruction.

 

The Curriculum Development Model - Levels of Curriculum Development Work

State Level

The passage of the Education Reform Act of 1993 launched the beginning of new era for education in the Commonwealth of Massachusetts. The law delineated curriculum functions to be performed at the state level. The first was the development of the Massachusetts Curriculum Frameworks. The Curriculum Frameworks have been developed and approved by the MA Board of Education in the areas of English Language Arts, Mathematics, Science and Technology, History and Social Science, World Languages, Fine Arts, and Health. Each framework defines the learning standards for grades four, eight, ten and twelve. The curriculum frameworks are to be used locally as guides in the development and implementation of curricula and the assessment of student achievement.

 

The second key function of the state is to develop and implement the Massachusetts Comprehensive Assessment System (MCAS) and other performance measures. The MCAS tests will focus their assessment efforts on the following academic areas: English Language Arts, Mathematics, Science and Technology and History and Social Science. The assessment will be administered to grades five, eight and ten. The MCAS tests will include essay writing, short written answers, and some multiple choice questions. Additionally, grade three students are tested annually in reading using the Iowa Test of Basic Skills.

 

 

District Level

 

The major objectives for the K – 12 discipline specific curriculum councils are to create a consistent program of studies for each level of schooling and a uniform curriculum for each subject. Such standardization has several advantages. First, it ensures equity across the school system. All students receive a quality curriculum, regardless of the school they attend. Second, it facilitates student mobility; students can move within the system. Third, the district curriculum is more likely to ensure coordination from level to level. Such coordination contributes (Cotton 1995) significantly to student achievement. It should be noted that district development of the PK – 12 curriculum does not preclude school-based curriculum development. In the model advocated here, the district should develop a mastery core curriculum. The core curriculum first specifies the subjects that all schools will offer at each grade. Second, for each of those disciplines, the mastery core defines the essential benchmark skills and knowledge that require explicit teaching and careful structuring. In identifying the master core for each subject, discipline specific curriculum councils should develop a sharply focused curriculum that does not require more than 85 percent of available time for all students to demonstrate. Such "planned incompleteness" provides time for teachers to add their own enrichment.

School Level

Under the leadership of the principal, and with appropriate input from parents, the school develops its own curriculum that will be built upon the district benchmark curriculum. The faculty develop their own vision, identify their own goals and supplement the district mandated program by adding courses that meet the needs of their students. The principal gets input from the teachers in developing a schools schedule that will maximize learning opportunities. The faculty determines the extent and nature of curriculum integration. They collaborate in aligning the curriculum, monitor the implementation of curriculum, and evaluate its effectiveness.

 

Thus, there is much important work for the school to do, under the leadership of an informed and active principal. Such leaders are skilled in engaging teachers and parents in the process of curriculum development.

 

Classroom Level

The classroom teachers operationalize the curriculum in several critical ways. Obviously, they can do this as individuals or as members of a team or department. They begin by enriching the curriculum, adding to the district curriculum special content that responds to their students’ needs and enables them to use their own special knowledge. They should work together in teams to build yearly planning calendars and then develop units of study based on that calendar. They also evaluate the curriculum, bringing to bear their own special perspective. Then they implement that enriched curriculum, enable all students to demonstrate application of the grade level benchmarks.

 

 

CURRICULUM REVIEW and DEVELOPMENT CYCLE

 

 

The goals of the Curriculum Review and Development Cycle are:

to ensure that the district has a clearly identifiable curriculum that is well coordinated from Kindergarten through Grade 12;

to ensure that the curriculum is current with the latest research recommendations, national studies, and state expectations as described in the Massachusetts Curriculum Frameworks;

to identify staff training needs, curriculum materials, and resource needs, and other support conditions necessary to assist teachers in the successful implementation of the curriculum;

to continually update curriculum materials on a regular cycle so that school system resources do not fall behind in currency and so that the school system will be able to budget for new instructional materials in a manner that distributes expenses over time;

to ensure that the District is offering an instructional program that is consistent with the school system’s educational and curriculum philosophies;

to evaluate student learning both quantitatively and qualitatively; and

to evaluate potential needs for curriculum or program changes to improve student learning.

All areas of the curriculum should go through the curriculum review and development cycle every five to six years. The description below explains the types of activities that are included in the curriculum development cycle.

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