|
RLA Home Designing a System Elements of a System District Practices Table Index Local Systems Fed & State Systems Resources |
 |
Contact Michael Grady, Superintendent/Principal mgrady@bcoe.butte.k12.ca.us 530.679.2434 Demographics Summary Attention to rigorous content standards has had a profound impact on instruction and collaboration in Bangor Union Elementary School District. Staff in this one-school K-8 district realized that curricula needed to be more challenging after reviewing state standards and assessments, particularly the high school exit exam. Substantial progress has been made to strengthen teachers' understanding of the content standards at their grade levels. Staff discussed the standards in a series of meetings during the 2000-01 year and established key standards in language arts and mathematics the next year (2001-02). The process helped teachers understand the standards and see the big picture beyond their own classrooms -- how it takes a K-8 team of teachers working in concert to help all students achieve an articulated set of core standards. After identifying key standards and reaching common understandings, staff selected curricular materials aligned to standards during a series of staff meetings and professional development sessions. The process moved swiftly for mathematics after adopting a state-approved standards-based textbook. Full Description Process of Understanding the Standards The superintendent is also the principal at Bangor Union Elementary School District, a 140-student, one-school district. The superintendent has a long-range goal for a standards-based system of education --curriculum, instruction, and local assessment aligned to content standards. During monthly staff meetings for two years (2000-01 and 2001-02), most agendas focused on understanding content standards and aligning curricular materials and assessments to the standards. Bangor combined regular staff meetings and professional development resources to have frequent meetings lasting one to three hours throughout the year. Professional development funds were also used for one or two full-day workshops before the start of each school year. The process led to deep understanding of the content standards, high expectations for student learning, and alignment and greater teamwork across grade levels. Even though Bangor is a K-8 school district, staff took responsibility to prepare students with the prerequisite knowledge and skills to pass the high school exit exam. As an example, staff compared the algebra portion of the high school exit exam to the eighth-grade curriculum and found their level of instruction to be well below state expectations. They started with kindergarten curriculum and worked up to eighth grade, identifying curricula to address state content standards and assessments. As a small K-8 school, Bangor teachers can sit around one table and forge an agreement about what students should know and be able to do (content standards) across grade levels. Collaboration within a grade level or span broadens a teacher's perspective about core standards at that grade level. Collaboration among grade levels in frequent meetings broadens teachers' perspectives about how standards and curriculum spiral upward across grades. Each Bangor teacher sees his or her role in a team, educating all students through eighth grade. Key Standards The district's Program Quality Review in 2000-2001 helped identify particular standards as the focus for schoolwide improvement in 2001-2002. In 2001-2002, teachers began identifying key content standards for in-depth instruction in language arts and mathematics. All students are expected to reach mastery of the key standards. The new mathematics textbook adopted by the district (Houghton-Mifflin) identifies key standards in each unit. Standards that are critical to the successive grade level are highlighted. This does not mean that some standards are not taught -- the process establishes priorities to guide teachers in the amount of resources to be allocated to the most important standards. Standards for Special Education Students Special education is also standards-based. The special education teacher designs Individual Education Plans (IEPs) based on content standards at the student's appropriate grade level of instruction in each subject area. For instance, a sixth grade student in a special education class might receive instruction on third grade reading standards and fourth grade mathematics standards and reach mastery as measured by assessments of those grade level standards. It can take from half a year to several years to complete an articulation of language arts and mathematics and to highlight the most critical content standards. The final product is a document that specifies priority levels for content standards aligned to curriculum materials. The process is sound professional development that builds common understanding and implementation among teachers. |