Process: From Question to Solution Develop Questions (Accomplished - - PDF document

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Science

Program Review Board Update November 2016

• Dr. Kevin McColgan – STEM Coordinator

Monica Bowman – High School Science Teacher

WHY

• National Research Council 2012 Findings on the State of

Science Education and a Framework for Change

• Science as a core component of STEM-based education needs

updating to maintain relevance to student needs and future expectations of college and career readiness

• Continual and dynamic changes in science teaching practices

beyond just memorization of facts

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Process: From Question to Solution

Develop Questions (Accomplished in a summer work session with a team from all grade levels) Program evaluation gives guidance to future groups that will develop the nuances of the curriculum by specific grade level/course needs. Started with a list of about 35+ questions during summer work session, then focused on the larger questions that could answer many logical smaller questions Solutions/Answers to the Questions Quantitative And Qualitative Data of all types Other School Districts’ Practices What are known obstacles to the solutions For Example: Budget For Example: Teacher Buy-In For Example: Communications and Feedback (Administration, Parents, Teachers, etc.)

Questions: Just a few of the major ones

What are the best options for a contemporary set of science standards? NGSS (Next Generation Science Standards) Fulfills the Framework Exceeds Missouri’s New Science Standards Well-researched and college supported - ACT Structurally complete to focus on teaching practices Establishes core science practices and concepts STEM engineering in science What needs to change in terms of time allocated to science teaching at grade levels? What are the “equipment” needs to update, fully implement, and excite students to a new curriculum? Better use the financial resources Create a lending warehouse – New approaches

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Questions: Just a few of the major ones

Can we, should we-convert to digital assets for students as a possible replacement for traditional textbooks and teacher support? Continual Updates Student Engagement Responsive to specific teacher needs at elementary grade levels – STEM How can we insure proper training is available for both the creation of a curriculum and for incorporating new elements of STEM practices, science practices, and content knowledge? What components are required to create the curriculum? Can we rely on the quality work of other organizations and school districts ?

Questions?

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Social Studies Program Review

Board Update November 2016

James Goldwasser, High School Department Chair Laila Crabtree, Middle School Department Chair Mary Hickey, Curriculum Coordinator

Ladue School District VISION & MISSION

VISION

Together, we will empower every student to become a passionate learner and achieve his or her highest potential.

MISSION

We are a community that believes in the limitless possibilities of learning through:

• Fostering the highest possible level of academic achievement and personal responsibility for each student
• Recognizing and respecting all cultures
• Challenging all students to excel in ways that nurture their individual talents and skills
• Inspiring each student to become a responsible and contributing member of a

global society

• Providing students the highest quality resources to promote learning
• Developing a highly trained, innovative staff that can meet changing student needs
• Engaging parents and community in the success of our students

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Start with ‘WHY’

Big Picture

• Civic participation
• Public education created to educate

the electorate

• Education that extends beyond the

classroom

• “Whenever people are well-informed

they can be trusted with their own government.” T . Jefferson

• Being a global citizen
• Educating the whole child

Direct Classroom Impact

• Every day – we help students find their voice.
• We build multicultural understanding.
• We help students understand where they come

from.

• Citizenship is AS important as Math.
• Authentic character discussions come up in Social

Studies.

• We build media literacy skills in authentic tasks.
• We provide authentic contexts for information

writing.

Program Review Process & Questions

Process

• K-12 Teachers are meeting quarterly this

year on full day district PD days.

• The K-12 team started with the National

Council for the Social Studies: ‘A Vision of Powerful andAuthentic Teaching and Learning Statement in the Social Studies: Building Social Understanding and Civic Efficacy.’

• The K-12 team generated questions to

consider to be able to confirm we are meeting these high national expectations.

(based on Stanford University Professor Elliot Eisner’s curriculum development research)

Some of our Questions

• What are the learning standards/outcomes?
• What skills do we want our students to have?
• Is every student getting the same learning experience?
• Does our instruction promote higher-level thinking?
• Do we have enough time to have students engage in

meaningful, active lessons?

• How much time is being dedicated to instruction?
• How do we ensure that time being spent on social studies

is consistent throughout the district?

• Do our practices reflect culturally responsive pedagogy

and cultural competency and equity literacy?

• How can we deliver content/skills without losing ‘hands-
• n’ activities?
• Are our stakeholders open and adaptable to change?
• Do we focus enough on skills?

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Possible Solutions to our Questions through Research and Discussion…

Learning Standards/Outcomes

• Explored our Benchmark Schools Social Studies scope and sequence of courses.
• (Eanes ISD, Highland Park ISD, Palo Alto SD, New Trier, Westside Community Schools)
• Explored recently updated state Social Studies standards.
• (including: California, Illinois, Colorado, Connecticut, New York)

Skills

• Consulted the NCSS ‘Essential Social Studies Skills and Strategies – Literacy

Skills, Critical Thinking Skills, Learning Strategies and Personal Interaction and Civic Engagement Strategies’ to identify grade span skills focus.

• (Including: “Exhibit moral and civic virtues such as concern for the rights and welfare
• f others, social responsibility, tolerance and respect, and belief in the capacity to

make a difference.”)

Possible Solutions to our Questions through Research and Discussion…

Time for instruction – a viable curriculum requires protected time to deliver instruction. MISSOURI DESE Recommended Minutes of Instruction:

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Possible Solutions to our Questions through Research and Discussion…

What does it take to consistently deliver a world-class Social Studies curriculum?

² Protected common plan time for teacher collaboration, especially K-4. ² Dedicated and specified time for instruction K-5. ² On-going professional development. ² Resources for daily instruction and experiences. ² Alignment and consistency of K-5 Units. ² A curriculum guide, or road map for K-4 teachers, many of whom are newer to teaching and/or new to the district.

Thank You!

Questions?