CCSS Aligned Curriculum: Little Compton participated in the CCSS study of the standards training through RIDE. We are continuing to develop and align our math curriculum to the Common Core with the assistance of EBEC. The alignment is to be complete by the end of the 2014-2015 school year. We will then begin the alignment of ELA to the Common Core.
Formative Professional Development: Two teachers from Little Compton participated in the RIDE summer professional development on Formative Assessment. Throughout the school year teachers were asked to view modules 1-5 and discuss their findings and implement strategies during quarterly CoP meetings. The formative professional development was one of our PGG’s.
Educator Evaluation and Feedback: All
of the district's evaluators have participated in the Summer Academy and
2012-13. Beginning last year, the
district established an evaluation system time line for administrators to
follow. All administrators are meeting
this expectation. In addition to summer
training Little Compton also attended calibration training from RIDE, SLO and
SOO scoring. The district has
established a District Evaluation Committee.
That committee will be meeting to create guidelines.
Through
System of Support 3, Little Compton and several other East Bay districts plus
Pawtucket has contracted with Solution Tree. The purpose of the Assessment Literacy
training is to build capacity in the development and implementation of a
comprehensive assessment system as well as the necessary training in the use of
data to inform and change instructional practices. By increasing teachers’ capacity in this area, districts are able to develop and implement more meaningful Student Learning Objectives.
Use of Interim Assessments: Little
Compton trained and piloted the use of the fixed form Interim Assessment during
the 2012-2013 SY. During the 2013-2014
school year, Little Compton also trained and piloted the Interim Assessment electronic
format with the exceptions of grades 3 and 4.
The SDLT team has gathered and analyzed the Interim Assessment data thus
providing better teaching and learning opportunities for all.
What we found surprising about our involvement in Race to the
Top...
Formative Professional Development: The formative assessment modules have helped
teachers use common language and common understanding that did not previously
exist. Teachers are creating learning outcomes, success criteria and
implementing formative assessment strategies in their classroom.
Race to the Top impacted our district by...
CCSS Aligned Curriculum: There
has been a positive impact on knowledge and understanding of the CCSS for those
teachers who have participated in the math professional development provided by
EBEC.
Formative Professional Development: Teachers
now have a better understanding of the purpose and types of formative
assessments. Teachers have begun to implement strategies in their individual
classrooms.
Use of Interim Assessments: The use of Interim Assessments helped teachers and students realize the importance of returning to text for supporting evidence and to elevate academic vocabulary. It was also used diagnostically to look at the data trends that ultimately will improve teaching and learning.
In the future, we plan to keep this going through...
CCSS Aligned Curriculum: We
will continue to work with EBEC to align our curriculum to the CCSS.
Formative Professional Development: Teachers
will be discussing next steps during CoP meetings. Decisions will be made to what formative
assessment strategies will be implemented/created school wide for the 2014-2015 school year. Little
Compton will continue the assessment work with Solution Tree.
Data Use Professional Development: A
technology team was created to begin to assess technology use in the
classrooms, offer professional development opportunities to staff, and to enhance
the technology capabilities of all teachers.
Questions?
Contact Joao Arruda , Principal at Wilbur
and McMahon Schools, Little Compton at jarruda@littlecomptonschools.org or (401) 635–2351.