1. Instructional Services or Curriculum and Instruction
    2. 554-2205
    3. Who’s Who and How to Contact Us
    4. Assistant Superintendent for Instructional Services:
    5.   (6-12 Curriculum)
    6. Elementary Curriculum Director:
    7. Instructional Services Secretary:
    8. Instructional Coaches (will be relocated to the USD 261 Learning Center):
    9. Haysville USD 261 Learning Center Director:
    10. Haysville USD 261 Learning Center Secretary:
    11. Instructional Technology Director:
    12. Major Areas of Responsibility:
    13. Curriculum:
    14. Instruction:
    15. Assessments:
    16. School Improvement and Accreditation:
    17. Professional Development (PDC and My Learning Plan):
    18. Tapping Teacher Talent (Haysville New Teacher Mentoring)
    19. Federal Programs (better known as the local consolidated plan or LCP):

 
 
 
 
 

Curriculum and Instruction
USD 261 Haysville
 
 

 
 
“C and I Investigations”
Caring, effective learning for all!
2006-207



Instructional Services or Curriculum and Instruction



554-2205
 



Who’s Who and How to Contact Us
 



Assistant Superintendent for Instructional Services:



   (6-12 Curriculum)
   Diane Gross, dgross@usd261.com
 



Elementary Curriculum Director:
   Teresa Tosh, ttosh@usd261.com
 



Instructional Services Secretary:
   Christy Long, cferbert@usd261.com
 



Instructional Coaches (will be relocated to the USD 261 Learning Center):
   Janelle Moore, jmoore@usd261.com (consultant to grades 6-12)
   Kathleen Patterson, kpatterson@usd261.com (consultant to grades 6-12)
   Diania Pile, dpile@usd261.com (consultant to grades k-5)
 



Haysville USD 261 Learning Center Director:
   Penny Hobkirk, phobkirk@usd261.com
 



Haysville USD 261 Learning Center Secretary:
   Hayley Hummel, hhummel@usd261.com  
 



Instructional Technology Director:
   Lisa Cundiff, lcundiff@usd261.com
 



Major Areas of Responsibility:
   Assessments
   School Improvement and Accreditation
   Curriculum and Instruction
   Professional Development
   Federal Programs
   Integration of Technology with Instruction
 



Curriculum:
   
A comprehensive, structured curriculum (objectives for each grade level and core course) was adopted by the Haysville School Board of Education about 9 years ago. As state standards and the Quality Accreditation Process (QPA) have changed with the implementation of federal legislation, No Child Left Behind (NCLB), the curriculum has seen some revision and restructuring. The change and adaptation of the curriculum continues. Essentially the state standards, benchmarks, and indicators provide the basis for our curriculum and instructional practices. Beginning in 2004, curriculum mapping was undertaken as a method to align the curriculum vertically and horizontally. The summer of 2006 has seen the development of 8-10 essential outcomes for most core content area courses at each grade level. Some work remains to be completed, but the foundation has been set for many of the core areas of reading/language arts, mathematics, science, and social studies.
The district went through a strategic planning during the 2003 school year, with one of the action teams devoting their attention to curriculum and instruction that maximize student achievement. To accomplish this goal, the team came up with and an action plan that states “Teachers will use curriculum mapping techniques to apply a district-wide curriculum system that guarantees all students’ measured learning will indicate mastery of a well-defined, challenging, effectively delivered and viable curriculum meeting all standards that QPA, NCA and NCLB demand.”
Curriculum changes, adoptions of texts and resources and approval of new courses are handled through a process that begins with a rationale for change to include an analysis of impact on student learning. During the 2005-06 school year, a process was established and approved that warrants the use of a rubric. All requests are presented to building leadership teams, curriculum committee, school site councils, and the district leadership team prior to presentation to the Board of Education for approval. A review of resources and textbook adoption cycle was approved by the BOE during the 2002-2003 school year. Allowances are made for more immediate adoptions when curriculum standards are revised at the state level.
 



Instruction:
 
Teachers are trained in the use of Robert Marzano’s Effective Instructional Practices and encouraged to utilize those strategies on a regular basis in the classroom with all students. Particular emphasis has been put on differentiating instruction to meet the varying needs of each student. Again, referencing the strategic plan, it was made clear that the team wanted to focus efforts on relevancy of the curriculum – so instruction needs to be done in a way that is meaningful for students.
Another program that was implemented three years ago and is now a required part of the induction process to the district is the “Tapping Teacher Talents” mentoring program. Every teacher new to the district is paired with a veteran teacher to help them through the first year of employment in USD 261. Major revisions and adjustments were made to the original program to allow for a more focused and meaningful experience for both the “brand new to the profession” teacher and the “experienced” teacher who is new to the district. The first strand of teachers new to the profession will focus their discussions and efforts toward the Kansas Performance Assessment for the acquisition of a professional teaching license. Discussions will center around the teaching standards and the completion of a portfolio outlining a multi-week unit of instruction. Teachers new to the district will expand their repertoire of skills for instruction through Fred Jones’ Tools for Teaching
Numerous opportunities are provided for teachers to receive training, both in and out of the district. Each school staff, as part of their building improvement plan is required to develop a results-based professional development plan. The district, having been identified for improvement in 2005 has created a plan that suggests areas for professional development. When staff members participate in professional growth opportunities, it should be with individual, building, and/or district goals in mind. It is also essential that teachers understand that their professional growth plans address the acquisition of knowledge and skills that improve the individual’s ability to teach in the endorsed areas of his/her license. With the implementation of Professional Inquiry Teams (P.I.T. Crews), teachers will be working collaboratively in small groups to review student work and then discuss curriculum and instructional practices. In order to document the activities of the P.I.T. Crews or Professional Learning Communities, a form has been developed to help the teams understand where they’ve been, where they are and where they are headed. A record of accomplishments develops over the year(s).
Instructional Coaching
Another strategy identified to maximize student learning is the use of instructional coaching. As of July 2006, the district is home to three instructional coaches. The instructional coaches are available to assist in instructional practice and to provide some training in effective instructional practices, differentiated instruction, and classroom management, among other interventions. Two coaches are shared among the middle and high schools. One instructional coach is available for the five elementary schools. A major responsibility for the instructional coaches will be the mentoring process for teachers new to the district.
 



Assessments:
 
Assessments are designed to measure student achievement and should also serve the teacher in guiding what needs to happen with instruction. The district is making every effort to use assessments as learning tools.
 
As you can see with the listing below, the students of the Haysville School District are assessed with a triangulation of assessment tools:
 
Test
PreK
K
1
2
3
4
5
6
7
8
9
10
11
12
Schedule
 
2nd Gr. Diagnostic       X                      

 
Common Assessments for Each Course at Each Grade Level  
X
X
X
X
X
X
X
X
X
X
X
X
X
Minimally 4 Times a year – once each nine week grading period
Oct., Dec., Mar., and May
 
Benchmark assessments in reading and math readiness through Houghton Mifflen
X
                          Aug., Jan., and May
 
DIBELS
X
 
X
X
X
X
X
               

 
ACT Explore                     X       September
 
Test
PreK
K
1
2
3
4
5
6
7
8
9
10
11
12
Schedule
 
ACT Plan                       X     September
 
ACT Practice                         X   September
 
KS Math
(HS end of opportunity to learn) 		        X X X X X X   X or X   March – April (Every Year)
 
KS Reading
(HS end of opportunity to learn) 		        X X X X X X     X   March – April (Every Year)
 
KS Writing             X     X     X   March – April
(Every Other Year beginning 06-07)
 
KS Science
(HS end of opportunity to learn) 		          X     X     X or X   March – April (Every Year beginning 07-08)
 
KS History/Government
(HS end of opportunity to learn) 		              X   X   X or X   March – April (Every Other Year beginning 07-08)
 
Measures of Academic Progress (MAP)
Common Assessments 		      X X X X X X X X X X   September for Elem. And MS
October for HS
April – May for all grades tested
 
Because of the adjustments made to the curriculum over time, the local CRTs are in the process of revision with goal being to create common assessments in each like course every grading period (6 weeks). A move to create common assessments has already begun. The goal is to use assessment for learning (to guide instruction) rather than to have in place numerous assessments of learning.
 



School Improvement and Accreditation:
 
Quality Performance Accreditation (QPA) is a state mandated process whereby each school and district is held accountable for student learning
Adequate Yearly Progress (AYP) is the measuring stick that has been implemented through the federal legislation, No Child Left Behind (NCLB).
There are 11 Quality Criteria and 5 Elementary Performance Criteria and 6 Secondary Criteria that must be met for accreditation.
Quality Criteria
School Improvement Plan
External Technical Assistance Team
Locally Determined Assessments
Training for Teachers
Licensed and Fully Certified Staff
Local Board of Education Requirements
Local Graduation Requirements
Regent’s Qualified Admissions Requirement
Programs and Services to Support Student Learning (all levels)
Programs and Services to Support Student Learning (9-12)
Local Policies Ensuring Compliance
 
Performance Criteria
 Elementary:
   Meet target in reading
   Meet target in math
   Meet participation rate (95%)
   Meet attendance rate (90% or show an increase from previous year)
   Meet target in science, social studies, and writing
 Secondary:
   Meet target in reading
   Meet target in math
   Meet participation rate (95%)
   Meet attendance rate (90% or show an increase from previous year)
   Meet graduation rate (75% or show increase from previous year)
   Meet target in science, social studies, and writing
 
 



Professional Development (PDC and My Learning Plan):
 
The National Staff Development Council’s revised Standards for Staff Development reflect the knowledge that the NSDC and the broader staff development community have acquired about professional learning since the creation of the original standards in 1995.
The revision of the standards was guided by three questions:

1. What are all students expected to know and be able to do?
2. What must teachers know and do in order to ensure student success?
3. Where must staff development focus to meet both goals?

The district Professional Development Council is a group that is representative of teachers and administrators in the district who write the district’s professional development plan. The plan is based upon the staff development needs identified in the schools’ improvement and results-based staff development plans and provides district support for those plans.
Each building has a professional development council to plan for and implement staff development plans for the building.
Individual teachers and other licensed personnel complete individual professional development plans in collaboration with a designated supervisor. Usually, individuals align their personal professional development plan with the schools’ results-based staff development plan in order to take advantage of the staff development provided by the school and/or district.
If the individual wants to gain inservice points for licensure renewal, he or she must include the criteria for renewal of their plan required by the local PDC. The Haysville School District utilizes a web-based program, My Learning Plan, to document and organize points that each professional earns toward relicensure. Each building will offer annual training in professional development and the use of My Learning Plan.
A recent addition to the instructional services department is, director of instructional technology. Hired in 2004, the director has developed a plan to insure teachers can demonstrate competency through various levels of technology proficiencies. Not only will training be offered to help teachers understand how to use the equipment, but training will be developed to help teachers integrate the technology into the curriculum and instruction. Sample trainings might be basic laptop setup and use, use of a smartboard or LCD projector, use of a handheld for data collection, trainings in powerpoint, excel, or word, and/or making use of websites for research.
 
Something new this year is the Haysville Learning Center. A director was hired to begin in July of 2006. The idea behind a learning center is to have a place to provide professional learning opportunities to staff and community members. Though the center was planned to open at the beginning of the school year, resources and manpower prevented an August 1 opening. The director of the learning center and her secretary as well as the instructional coaches will temporarily operate from the old PAT offices. Several offsite locations have been secured as potential training sites if necessary, until our local learning center becomes available for use.
The PDC and DLT will plan for district-wide opportunities while each building may identify building specific needs that can be met through the learning center. Also available through the learning center is a library of materials that might be used in professional learning communities, and/or book studies, and/or workshops.
 
The District Leadership Team is a council comprised of district administrators, building principals and school improvement steering committee chairpersons. The group meets as necessary to discuss school improvement and accreditation, curriculum and instruction policy, curriculum revisions, textbook and resource adoptions and the addition of courses and/or programs. Because of the staff development involved with a number of the issues just mentioned, the DLT will meet with the PDC (as needed).
 



Tapping Teacher Talent (Haysville New Teacher Mentoring)
The successful transition from novice teacher to skilled practitioner demands a comprehensive program for the induction of early career teachers. Such a program orients the novice to the school, the district, and the community. In addition, it links professional development opportunities, school improvement initiatives, and appraisal with a mentoring system designed to support the teacher in mastering the many aspects related to teaching, learning, and leading. Each teacher new to the district is assigned a veteran teacher who will serve as a mentor over the course of the school year.
 District meetings:  3 lunch meetings on ½ QPA ½ Workdays.
 Building meetings:  1 per month, times determined in building
 Mentor/mentee meetings:  frequent and on-going
         6 formal, extensive meetings for observation and
         Feedback
 Logs of meetings and reflections are kept and submitted through Blackboard.
Teachers new to the professional will focus their efforts on the Kansas Teaching Standards and the Kansas Performance Assessment.
Teachers new to the Haysville School District, but having some experience will focus their efforts on building the skills and talents through the use of Fred Jones’ Tools for Teaching.
Further details may be determined from the mentor guide.
 



Federal Programs (better known as the local consolidated plan or LCP):
 
Title IA – Basic Programs
 School-wide or Targeted Assistance
 The goal is to improve teaching and learning to enable the “most at-risk” students
 to meet the challenging State performance standards that all children are expected
 to master. Those students who qualify for free/reduced lunch determine the
 participants in the Title I programs that are specifically focused on reading and
 math.
Title IC – Migrant Education Programs
  The purpose of the Migrant Education Program is to assist states in supporting
 high-quality and comprehensive educational programs for migrant children to
 help reduce the educational disruptions and other problems that result from
 repeated moves; to ensure that migrant children who move among states are not
 penalized by differences in curriculum, graduation requirements, and state
 academic content standards; and to design programs to help migrant children
 overcome educational disruption, cultural and language barriers, health-related
 problems, and other factors that inhibit the ability of these children to do well in
 school.
Title IIA- Teacher Quality
  The purpose of Title II, Part A, Improving Teacher Quality State Grants is to
 increase the academic achievement of all students by helping schools and school
 disricts improve teacher and principal quality and ensure that all teachers are
 highly qualified. Through the program, State educational agencies and local
 educational agencies receive funds on a formula basis, as does the State Agency
 for Higher Education.
In exchange, agencies that receive funds are held accountable to the public for
improvements in academic achievement. Improving Teacher Quality State Grants
provides these agencies with the flexibility to use these funds creatively to address
challenges to teacher quality, whether they concern teacher preparation and
qualifications of new teachers, recruitment and hiring, induction, professional
development, teacher retention, or the need for more capable principals and
assistant principals to serve as effective school leaders.
Title IID – Education Technology
  The primary goal of the Ed Tech program is to improve student academic
 achievement through he use of technology in elementary and secondary schools.
It is also designed to assist every student – regardless of race, ethnicity, income,
geographical location, or disability – in becoming technologically literate by the
end of eighth grade, and to encourage the effective integration of technology
resources and systems with professional development to promote research-based
instructional methods that can be widely replicated.
Title III – English Language Proficiency
  Title III subgrants support the efforts of LEA’s to assist limited English proficient
 (LEP) students learn English and meet challenging State academic content and
 student academic achievement standards. LEAs must use Title III subgrants to
 carry out activities that use approaches and methodologies that are based on
 scientifically-based research in teaching LEP children and immigrant children for
 the following purposes:

o Developing and implementing new language instruction, educational programs, and academic content instructional programs for LEP students in early childhood, elementary and secondary programs;
o Expanding or enhancing existing language instruction, educational programs, and academic content instruction programs;
o Implementing schoolwide programs within individual schools to restructure, reform, and upgrade all programs, activities, and operations related to language instruction, education programs, and academic content instruction for LEP students; and
o Implementing in an LEA system-wide program designed to restructure, reform, and upgrade all programs, activities, and operations related to the education of LEP students.

Title IVA – Safe and Drug-Free Schools and Communities
 The purpose of the SDFSC program is to support programs that:

o Prevent violence in and around schools;
o Prevent the illegal use of alcohol, tobacco, and drugs;
o Involve parents an communities; and
o Are coordinated with related Federal, State school , and community efforts and resources to foster a safe and drug-free learning environment that promotes student academic achievement.

Title VA – Innovative Programs
 Statutory purposes of Title V include:

o To support local education reform efforts that are consistent with and support statewide education reform efforts.
o To provide a continuing source of innovation and educational improvement, including support for programs to provide assistance to schools and districts in promoting student achievement.

Kansas ESOL/Bilingual Programs
  The purpose of the ESOL/Bilingual funds are to help districts off set the costs
 incurred in providing language support to its Limited English Proficient (LEP)
 students. These funds are available on a formula basis, to districts that meet
 minimum ESOL/Bilingual basic program requirements such as:

 
o The district will have used a one time, district-wide Home Language Survey to identify every student in the district who has a Primary or Home Language Other Than English.
o The district will use a valid and reliable assessment, normed on LEP students, to determine proficiency in reading, writing, and speaking/understanding English for every such student.
o Goals must be set for each student and recorded on an individual LEP Outcome Plan, which is to be created by the district.
o ESOL/Bilingual program Exit Criteria will be set for the district, using multiple criteria.
o Qualified personnel will be used to provide specialized ESOL/Bilingual instruction.
o Provision will be made for school/parent communication in the preferred language of the parents.
o Provision will be made to ensure equal access to gifted/special education programs and the regular education curriculum.

Kansas At-Risk Pupil Assistance Programs
 The purpose of the Kansas At-Risk Pupil Assistance Program is to provide at-risk
students with additional educational opportunities and instructional services to
increase their academic achievement. These opportunities or instructional
services must be in addition to the services currently offered to the general
population. Some examples of an at-risk program include the following:

o Extended school year;
o Extended day;
o Alternative schools;
o Drop Out Prevention;
o Tutorial Assistance

At-risk students are identified as students who meet one or more of the following criteria:

 
o A student who is not meeting the requirements necessary for promotion to the next grade level or graduation from high school;
o A student whose education attainment is below other students of their age or grade level;
o A student who is a potential drop-out;
o A student who is failing two or more courses of study;
o A student who has been retained;
o A student who is not reading on grade level.

 
 
 
 

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