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��McGuffey School District

@McGuffeySD

McGuffeySchoolDistrict

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August 19, 2021

Committee Update

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  • Curriculum should support students in a joyful experience that instills a lifelong love of learning
  • Curriculum should be connected to the expected learning outcomes
  • Curriculum should frequently be reviewed and evaluated as part of a regular cycle
  • Curriculum should be collaborative and should reflect the input and perspectives of numerous stakeholders

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Curriculum Beliefs

August 19, 2021 Committee Update

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August 19, 2021 Committee Update

LANGUAGE / INSTRUCTIONAL ROUTINES

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LANGUAGE ROUTINES

  • Stronger and Clearer Each Time
  • Collect and Display
  • Critique, Collect, and Clarify
  • Information Gap
  • Co-Craft Questions and Problems
  • Three Reads
  • Compare and Connect
  • Discussion Support

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INSTRUCTIONAL ROUTINES

  • Contemplate Then Calculate
  • Capturing Quantities
  • Connecting Representations
  • Recognizing Repetition
  • Decide and Defend

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Language and Instructional Routines

August 19, 2021 Committee Update

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August 19, 2021 Committee Update

MATH

UPDATE

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All People Can Be Math People

August 19, 2021 Committee Update

STANDARD ALIGNMENT

BENCHMARK ASSESSMENT

MATHEMATICAL PRACTICES

MATHEMATICAL ROUTINES

CURRICULUM PACING

MATHEMATICAL LANGUAGE

MATHEMATICS ACHIEVEMENT

INTERVENTION

AND SUPPORT

SUPPLEMENTAL CURRICULUM

CORE CURRICULUM

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  • Working with Mr. Rob Baier, Math Curriculum Specialist from IU1

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  • Focus of August Professional Development for all elementary teachers and secondary math teachers

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  • Instructional and Walk Through Focus throughout school year

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  • Common math vocabulary and correct math misconceptions

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Math Language and Routines

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  • 2021-2022:
    • Elementary (K-5) - Go Math
    • Middle School (6-8) - Ready Math
    • High School (9-12) - Course Specific

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  • Evaluation of core resource programs will take place during 2021-2022 school year with recommendation for K-8 adoption for 2022-2023

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Math Curriculum

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  • Standards Alignment and Pacing: Focus on planned and delivered instruction best supporting student learning needs

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  • Benchmark Assessments: Focus on developing and implementing benchmark assessments that help us assess progress

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  • Supplemental Resources: Determining what supplemental math resources we want as part of our tool box

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  • Math Intervention: Developing math intervention plan for

struggling students

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On the Horizon

August 19, 2021 Committee Update

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August 19, 2021 Committee Update

PROPOSED CURRICULUM CYCLE

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  • Needs Assessment (N): Select courses for review
  • Phase 2 Development 1 (D1):Curriculum development/ alignment
  • Phase 3 Development 2 (D2):Selection of textbooks / resources
  • Phase 4 Implementation (I): Purchase resources / PD for staff
  • Phase 5 Monitoring 1 (M1): Review curriculum for alignment
  • Phase 6 Monitoring 2 (M2): Review curriculum for alignment
  • Phase 7 Evaluation (E) Use available data to evaluate program

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Curriculum Cycle Phases

August 19, 2021 Committee Update

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Draft Cycle

Revised 8/19/21

21-22

22-23

23-24

24-25

25-26

26-27

27-28

Math

D2

I

M1

M2

E

N

D1

ELA, Reading, Spelling, Library K-12

D1

D2

I

M1

M2

E

N

Science K-12, Agriculture Education, Technology Education

N

D1

D2

I

M1

M2

E

Social Studies K-12, World Languages, Guidance, Family and Consumer Science

E

N

D1

D2

I

M1

M2

Computer Science, Business Education, Video Production

M2

E

N

D1

D2

I

M1

Music, Art Physical Education, Health Education

M1

M2

E

N

D1

D2

I

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August 19, 2021 Committee Update

SOCIAL EMOTIONAL LEARNING

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  • Hope - Pathway and Agency
  • Significant trauma such as Adverse Childhood Experiences (ACEs) reduces Hope
  • Gottron Sample: 65.5% at least 1 ACE, 22.5% 4+ ACEs
  • CDC Sample of 25 States: 61% at least 1 ACE, 17% 4+ ACEs
  • Hope levels directly connected to academic resilience
  • High levels of perceived social support increase hope
  • STUDENT A: 4 ACEs, Below average hope level, expected Academic Resilience score 92.087 (scale range 30 to 150)
  • STUDENT B: 4 ACEs. Above average hope level, expected Academic Resilience score 109 (scale range 30 to 150)

The Why: Establish and Nurture Hope

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Conceptual Hope

August 19, 2021 Committee Update

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  • Act 18 0f 2019, PA Senate Bill 144

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  • The bill establishes requirements for schools to recognize the signs and impact of trauma in students and to provide support

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  • requires mandatory training of administrators, staff and school board members to identify the signs and symptoms of trauma

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What we have to do

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  • Build capacity of staff and community to help our students become and stay hopeful and resilient

What we want to do

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  • Greet the students at the door daily

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  • Daily check in with students during first class of day

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  • Support of all students through school counselors

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  • Build upon district-wide traditions of support and community involvement

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What Does It Look Like: Tier 1

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August 19, 2021 Committee Update

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What Does It Look Like: Tier 2-3

August 19, 2021 Committee Update

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  • Change from “What’s wrong with you” to “What have you been through”

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  • Use of “Handle With Care” concept

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  • Continue and expand use of Tier 2-3 programs:
    • eSAP (K-5) / SAP (6-12)
    • Check and Connect (Gr. K-8)
    • Renew (Gr. 8-12)
    • PBIS Tier 2 (K-8) and Tier 3 (K-5) supports
    • Guidance Groups

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  • Healthy Highlanders Staff Newsletter

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  • Employee Assistance Program (EAP)

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  • In-Service Training for all staff

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  • Availability of District SEL team members

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Supporting Our Staff

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  • Does not teach or preach any philosophical techniques to alter anyone’s personal values, practices or beliefs
  • Does not pressure any child to share or express personal information or feelings
  • Does not force participation in any activity students are not comfortable with
  • Does not exclude students or ostracize them
  • Does not involve Critical Race Theory (CRT) or 1619 Project

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What Doesn’t It Look Like

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  • Supplemental SEL program intended for Tier 1 student use
  • Good intentions and positive collaboration leading up to initial approval
  • Lessons learned from implementation process and community feedback
  • SEL and/or Trauma Informed Care can be delivered through this type of program or curriculum, but a program or curriculum is not what SEL has to be

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Let’s Talk About Move This World

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Mr. Fred Rogers

August 19, 2021 Committee Update

“This is what I give. I give an expression of care every day to each child, to help him realize that he is unique. I end the program by saying, "You've made this day a special day, by just your being you. There's no person in the whole world like you, and I like you, just the way you are." And I feel that if we in public television can only make it clear that feelings are mentionable and manageable, we will have done a great service for mental health.”

- Mr. Rogers, May 1, 1969 Speech to Senate Communications Subcommittee