EDUCATIONAL DEVELOPMENT ACHIEVEMENT COUNCIL

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EDUCATIONAL DEVELOPMENT/ACHIEVEMENT COUNCIL

• BOE PRESENTATION
• OCTOBER 30, 2003

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RATIONALE In September 1993 the Saratoga
Springs City School District created the Saratoga
Springs Curriculum and Instructional Management
Council. The council was designed to promote
a systematic way to address on a regular basis,
the curriculum/program changes that will be
needed in the coming years. The council met
regularly from September 1993 through February
1996.
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Since that time, the focus both nationally and
at the state level on standards and student
achievement has driven the curriculum.
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There is again a need to reestablish a systematic
response to critical issues about student
achievement, curriculum and program.
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The Saratoga Springs City School District Board
of Education has adopted policies that direct
the development and implementation of quality
educational programs and student achievement in
the following policies   341.1 Curriculum study
and improvement 341.11 Responsibility for
initiating improvements 341.12 Curriculum
development procedure
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In Article III in the agreement between the
Saratoga Springs Teachers Association and the
Board of Education also references this important
role for the professional staff.
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• PURPOSE
• The Educational Development/Achievement Council
  is established to provide an ongoing review and
  monitoring of
• Standards implementation
• Curriculum development
• Program assessment
• Student achievement.

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GOAL 1

• To establish a high performing team that can
  support a quality educational program

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HOW?

• Identifying indicators of school success.
• Evaluating student data, both hard and soft data
  on student performance and the identified
  indicators.
• Develop recommendations for improvement when
  indicated. These improvements can be curriculum
  related, textbook selection, staff development or
  programmatic.

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GOAL 2

• To establish Power Standards, academic and
  behavioral, for the district

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They will

• cross discipline boundaries
• focus the energy and resources of the district
• be publicized and
• target strategies that can infuse them into the
  curriculum

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Power Standards are developed by answering the
following questions

• What endures?
• What has leverage?
• How can we add value to the standards by
  evaluation and focus?
• Can we move from coverage to focus?

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Sample Power Standards

• To read, write, listen and speak for information
  and understanding.
• To write non-fiction, across disciplines, with
  monthly designated activities at each grade level
  and course of study.
• To develop information literacy.
• To effectively read and interpret charts, graphs
  and tables.
• To compare, contrast and draw conclusions based
  on fact.
• To cultivate respect and responsibility the
  social curriculum.

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To define a strategic plan for the review of
programs for each curriculum area in a 3-5 year
cycle.
GOAL 3
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HOW?

• program review process will be outlined
• action teams established to research and present
  findings
• develop a five-year plan
• These will be K-12 reviews where applicable.

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FIVE YEAR CYCLE

• Year 1 Program Review/Needs Assessment
• Year 2 Goals and Objectives/Curriculum
  Writing/Materials Selection
• Year 3 Implementation/In-service
• Year 4 Monitoring/Adjustment
• Year 5 Evaluation/Preparation for Program
  Review/Report Recommendations

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Year 1 Program Review/Needs Assessment
Components and Process

• Identify an action team to
• Describe program
• Does the program meet current SED/national
  standards?
• Are students achieving at a high level in this
  program, K-12?
• Where are the gaps, or improvements needed?
• Update curriculum?
• New Textbook?
• Additional resources?
• Classroom instructional practices?
• Student performance tasks?
• Make recommendations.

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Year 2 Curriculum Development/Goals and
Objectives

• Identify an action team to
• Develop goals and objectives for this program,
  based upon the above assessment.
• Determine learning outcomes.
• Determine content, learning activities,
  instructional resources.
• Design methods of evaluation.
• Design staff development component.

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Year 3 - Implementation

• Design an implementation plan.
• Regular monitoring of all components.
• Feedback modification, if needed.

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Year 4 Monitor/Adjustment

• Continue monitoring key indicators of success.
• Report trends and identify strengths and needs.
• Make adjustments to address needs.

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Year 5 Evaluation/Prepare for Program Review

• Collect relevant data from all levels and
  buildings from the past three years.
• Survey staff, review test data and student work.
• Synthesize and put in summary form.
• Complete program format.

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The team will identify strengths and gaps between
the goals and the existing program in writing.
Their findings will be presented to the Council
for discussion. The Council will determine the
category that best characterizes this program.
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MAJOR REVISION

• Team will forward the written report and
  recommendation to the Council stating what the
  program revision should include.
• These could be curriculum writing, textbook
  adoption, resources updated.
• The budgetary resources necessary to accomplish
  these tasks should be considered and built into
  the budget for the next year.

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MINOR REVISION

• Specific recommendations for changes should be
  made.
• The funding needed will be specified staff
  in-service, specific materials or an identified
  gap that must be addressed.

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EFFECTIVE

• Program clearly is achieving stated objectives,
  is current and no updating is needed.
• The program can remain unchanged until the next
  cycle of review.
• The written report will be filed.

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ACTION

• The Deputy Superintendent will communicate these
  results to the
• Superintendent
• Administrative Cabinet
• Administrative Council
• Board of Education.
• Appropriate budgetary recommendation will be made
  as needed.

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SUGGESTED TIMETABLE
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COUNCILMEMBERSHIP
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ELEMENTARYJudith Hayes, Grade 2 Teacher -
GreenfieldLaura Howenstein, Reading Teacher -
Lake AvenueDanielle Hunter, Grade 5 Teacher -
Geyser RoadLisa Knowles, School Psychologist -
Lake AvenueMichelle Laniewski, Parent - Dorothy
NolanTerra McDermott, Sp.Ed. Teacher - Division
StreetBarbara Messier, Principal, -Lake
AvenueLeah Oles, Grade 1 Teacher - Caroline
Street
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MIDDLE SCHOOLJoanne Blaauboer, Science
Department HeadStuart Byrne, PrincipalLaura
Canny, Special Education Department HeadMarge
Herman, English Department HeadRichard Fleming,
Social Studies Department HeadRoseann Jackling,
Assistant PrincipalPamela Krison, ParentDouglas
Leininger, Mathematics Department Head
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Lucia Bianchi, Foreign Language Department
HeadFrank Crowley, PrincipalDonna Dobush,
Mathematics Department HeadJoseph Favat, English
Department HeadEva Goodwin, StudentJanis
Kelleher-Dawsey, Art Department HeadEugene Lees,
Social Studies Department HeadNancy Piscitelli,
Business Department HeadThomas Shiland, Science
Department HeadJeffrey Vredenburg, Music
Department Head
HIGH SCHOOL
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Stephanie Lang, Director for Assessment/Staff
DevelopmentThomas Mele, Director for Curriculum,
Standards and Elementary EducationCarl Strang,
Director of Information Technology Integration
and ServicesNoreen Walker, Director for Pupil
ServicesJanice White, Deputy Superintendent
DISTRICT
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ASSUMPTIONS
ASSUMPTIONS

• Membership can be expanded or modified as needed
  to reflect areas of study.
• Recommendations shall be made by consensus.
• The Council will receive recommendations from the
  action teams established by the Council.
• All recommendations are to be reviewed by the
  faculty of the buildings that are affected.
• The Deputy Superintendent will consider all input
  from faculty and Council before finalizing any
  recommendations to the Superintendent for
  consideration by the Board of Education.