Academic Alignment CROSBY TURNAROUND COMMITTEE

VS. Align energy and resources to create coherence and sustainability Adapted from Peter Senge, The Fifth Discipline

Align energy and resources to create coherence and sustainability Alliance Monitoring/ Blueprint for Change CCT Rubric/ SEED-TEVAL/ SLO/IAGD Curriculum Management Professional Learning Teaming Standards/PLC Unit Structure/ Lesson Design

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

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 process- i.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 process- i.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 Rate of feedback Type of feedback Primary target of feedback Tier III Annual large- scale Infrequent Frequent General, Broad Specific, narrow General accountability audience: policymakers, community, administrators Tier II Tier II Periodic grade level and subject area Administrators, Teachers (students/parents) Tier I Tier I Ongoing classroom Teachers, students, parents

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*

College & Career Readiness School Leadership Team Classroom Public/ Community Cabinet Grade level/ content instructional data team District Data 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