Moving Forward in 2015-2016
~Daniel Chuhta, Assistant Superintendent
As I mentioned on Opening Day, a new school year brings with it the excitement of a fresh start, as well as the reassurance that comes with continuing work on enduring initiatives. The theme of this upLink75 issue is to provide some updates on new as well as ongoing work. I hope that you'll continue to see connections in how our work helps us to achieve our vision in which:
I wish you the very best this school year. May it be fulfilling for you and your students!
~Daniel Chuhta, Assistant Superintendent
As I mentioned on Opening Day, a new school year brings with it the excitement of a fresh start, as well as the reassurance that comes with continuing work on enduring initiatives. The theme of this upLink75 issue is to provide some updates on new as well as ongoing work. I hope that you'll continue to see connections in how our work helps us to achieve our vision in which:
- All students will be better prepared for college, career, and civic readiness
- All students will connect to, engage in, and develop a passion for learning
- All students can learn and show what they know in a variety of ways and paces (multiple pathways)
- Students, teachers, and families have a clear understanding of where a student’s learning is, and where it is headed
I wish you the very best this school year. May it be fulfilling for you and your students!
For the latest version of our District Professional Learning Calendar, we invite you to check it out via Google! There are two options to keep up-to-date on the latest full day, late start, and various other opportunities (including those coordinated by Special Education):
- To view it on the web: http://www.link75.org > Teaching and Learning (on left) > District Prof Lrng Calendar
- To add it to your OWN Google Calendar: Open your Google calendar, paste the following ID into the "Add a coworker's calendar" box under "Other calendars": [email protected] - press enter. Make sure that the colored box before its name is filled so that the events appear on your calendar.
Next Generation Science Standards
Last year a district-wide group of teachers worked together to begin crafting a curriculum (documented learning expectations) for our district, based on the recently released Next Generation Science Standards. Though there was legislation to begin the adoption process for inclusion of the NxGSS in the Maine Learning Results, a veto from the governor was sustained. On the other hand, after presenting information about the new standards to our Board's Curriculum, Instruction, and Assessment Committee, the Committee recommended to the Board that the district adopt the new set of standards - and they did! This year's work will be to perform an evaluation of our existing science and technology programming across the district, and articulate findings and recommendations on how we can make any necessary changes to support our students in achieving the new standards. If you are interested in becoming part of program evaluation committee, please email Dan. |
enVisionmath2.0 is now our K-5 Mathematics Program
After a year of exploring, piloting, and preparing, we have launched the implementation of enVisionmath2.0 in our elementary schools this fall. After a number of years with Everyday Mathematics, this new program brings with it:
The launch started with trainings from Pearson representatives, and will be followed up by late-start opportunities, in-house coaching by Kate Greeley, and possible "train-the-trainer" days with Pearson trainers. Speaking of Kate, she remains our Elementary Technology Integrator, but will carry a greater emphasis on the support of the implementation. Her favorite type of question involves the use of technology in support of the program!! We recognize the heavy lifting that a new program adoption involves, and are looking forward to increased student achievement in mathematics because of what this program brings, and what our teachers will do to support their students. |
Our Commitments
Through our work with Doug and Michelle from the Reinventing Schools Coalition (RISC) last year, we were reminded that a transition to a proficiency-based system involves both cultural as well as curricular changes. Based on the evidence-based practices that they introduced to us, we are committing to implementing a number of them in each classroom and school across the district (regardless of what that classroom looks like!) We also recognize that we are not all starting at the same point, so the commitments articulate consistent practices for everyone, but also some optional extensions. The document, available here, should act as a guide for planning. There are three columns:
What type of commitments are we referring to? Some examples include:
We look forward to continuing our partnership with Reinventing Schools this year. They will be providing ongoing coaching support which will include walk-throughs, guidance, and feedback, all in an effort to help us grow our practices, increase student engagement, and raise student achievement for all students
Through our work with Doug and Michelle from the Reinventing Schools Coalition (RISC) last year, we were reminded that a transition to a proficiency-based system involves both cultural as well as curricular changes. Based on the evidence-based practices that they introduced to us, we are committing to implementing a number of them in each classroom and school across the district (regardless of what that classroom looks like!) We also recognize that we are not all starting at the same point, so the commitments articulate consistent practices for everyone, but also some optional extensions. The document, available here, should act as a guide for planning. There are three columns:
- "So that..." - which explains the why behind the commitment
- "we commit to..." - which describes what the strategy is, or should be
- "And we may also try..." - which describes optional extensions to the commitment
What type of commitments are we referring to? Some examples include:
- developing a Code of Cooperation with students,
- developing Standard Operating Procedures to increase instructional time and student independence/autonomy,
- providing opportunities for students to provide us with feedback, and
- being clear about a learning target/goal for each lesson.
We look forward to continuing our partnership with Reinventing Schools this year. They will be providing ongoing coaching support which will include walk-throughs, guidance, and feedback, all in an effort to help us grow our practices, increase student engagement, and raise student achievement for all students
Students, teachers, and families have a clear understanding of where a student's learning is, and where it is headed."
Introducing "Empower"
The statement above is one of the tenets of proficiency-based learning in our district. In order to keep track of how a student is progressing in his achievement of standards, we need a system that will allow us to keep track of a great deal of data. After piloting two systems last year, the committee decided to pursue the use of Empower. The software, in very basic terms, can be thought of as as standards-based gradebook, but it can do so much more! It will :
Teachers of students in grades 5-9 will begin using the software this year. We will then begin to expand its implementation in subsequent years. Specifics about expectations for use, and training opportunities will be sent directly to those educators involved. |
Let's Talk about Grading
It's well-known that a catalyst for our district moving toward a proficiency-based learning system is the law requiring us to award diplomas based on evidence of a student's proficiency in standards. How we "grade" is certainly one component of that transition, and though not necessarily the most important when we consider the number of student-centered aspects of this new approach, it will still have a significant impact on our processes. Our current grading system is well known to many - educators, parents, students - but it may not actually align to the vision we strive for. If we want to move toward a system that reflects a student's understanding and skills as distinct, yet very related, entities, then how we "grade" and communicate those "grades" needs thorough reflection and conversation. This will be a focus of the district's Proficiency-based Steering Committee this year. Using the ASCD book Rethinking Grading, by Cathy Vatterott, we will explore arguments for a change, ways to implement those potential changes, and the impact that those changes could have. In the end the "how" of our system will reflect what we, as a community, have decided is the best way forward If you are interested in joining the PB Steering Committee, please email Dan so that you are included in meeting invitations. |
What is the latest with the PEPG system?
This past spring, the Maine Legislature adjusted the law regarding the implementation of Performance Evaluation and Professional Growth systems for "teachers" and principals (the negotiated agreement with the Merrymeeting Teachers Association includes a variety of roles which collectively are referred to as "teachers" for the purposes of PEPG.) One change was in the timeline - we were given an additional year to pilot our program. So, for this year we will:
All new teachers are expected to use iObservation Academy this year to learn about the Framework. All returning teachers will be given access to the iObservation "Element Study" Courses, enabling them to obtain additional information about each of the elements in the Marzano Framework. This spring we will begin to share more specifics about the entire system with all affected roles, and be prepared to go-live with it next year. Finally, we'll use this piloting year to make any necessary tweaks and changes after collecting feedback, and prepare it for adoption by the Board and approval by the State next summer. |
September - a Month of Observances!
The Maine Department of Education reminds us of a number of observances (one of which is required by federal law) this month. They can make for wonderful classroom discussions, and the Department has made some resources available if you are in need of them. They include:
For more information, and a link to resources, please review the Department's notice. Late Start Plans for Teachers
We are lucky to have such a wealth of professional learning time in our district. So that you know, the following are snapshots of both elementary and secondary late start plans:
(Did you know you can add these dates and topics to your Google Calendar? See the article above, beneath the Twitter box.) |