Standard 3.  Teaching & Learning

STANDARD: The system provides research-based curriculum and instructional methods that facilitate achievement for all students. 

Impact Statement: A system is successful in meeting this standard when it implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes.  The system ensures that teachers use proven instructional practices that actively engage students in the learning process; provide opportunities for students to apply their knowledge and skills to real world situations; and give students feedback to improve their performance. 

Indicators Rubric: Please indicate the degree to which the noted practices/processes are in place in the school system.  The responses to the rubric should help the school system identify areas of strength and opportunities for improvement as well as guide and inform the school system's responses to the focus questions. 

Indicators Evidence:  For each Indicator, click the (Add Evidence) link to provide examples of evidence that support the rubric response.

Definitions of Indicators Rubric
Not Evident - Little or no evidence exists
Emerging - Evidence indicates early or preliminary stages of implementation of practice
Operational - Evidence indicates practices and procedures are actively implemented
Highly Functional - Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented 

INDICATORS: In fulfillment of this standard, the system:

3.1 Develops, articulates, and coordinates curriculum based on clearly- defined expectations for student learning, including essential knowledge and skills:

Operational

Evidence Provided: Policy on credit requirements for program completion; District provides guidelines for lesson plan development that include learning objectives; Curriculum pacing guides; District-wide curriculum committee: review cycle, adoption/approval policies/criteria, membership; Formative assessments: quarterlies, etc.; Syllabi or course catalogues; Policies on grading criteria; Graphs, charts, displays of student learning goals; Communication of NCLB performance targets; Student Handbook outlines student learning expectations; District-wide master schedule; hours of instruction; Textbooks and text selection criteria are aligned to learning goals, curriculum; District staff can articulate student learning expectations; District staff/others meet regularly to discuss student progress and remediation; District staff/others meetings highlight discussions of student learning expectations

Operational

Evidence Provided: Course syllabi outlining criteria for student involvement; Samples of student work

3.3 Ensures that system-wide curricular and instructional decisions are based on data and research at all levels:

Operational

Evidence Provided: Assessment data; Grade reports; Surveys; Transcripts, certificates; Professional development calendar and topics; District staff/others meet to analyze data and align instruction; District staff/others meetings regularly include data analysis; District staff/others meet to review current research; District staff/others can identify research used to align instruction

3.4 Supports instruction that is research-based and reflective of best practice:

Highly Functional

Evidence Provided: Guidance on lesson plan development; Agendas, minutes of staff/grade level/department/program meetings; Cross-content curriculum guides; Professional organization membership; Professional development plans; District staff/others meetings regularly include discussions about effective instructional design and delivery; District staff/others meet to share best practices; Professional learning opportunities focus on best practice instruction; Guidance that promotes a variety of instructional design and delivery strategies; Student display of project-based learning opportunities

3.5 Supports a curriculum that challenges and meets the needs of each student, reflects a commitment to equity, and demonstrates an appreciation of diversity:

Operational 

Evidence Provided: Standards-based curriculum: state and national standards; Promotion, graduation criteria; Graduation requirements; Master schedule; Policies that reflect attention to issues of equity; District staff are knowledgeable about state and national curriculum standards; Students affirm that there are opportunities to excel; District staff are representative of the school and community demographics

Operational

Evidence Provided: Instructional calendar: days, hours; Master schedule; Policies and guidelines that demonstrate that all program requirements are met; Staff affirm that their instructional time is protected; There are few instructional interruptions: PA system, visitors, etc.; Lesson plans are followed during teacher absence

3.7 Maintains articulation among and between all levels of schooling to monitor student performance and ensure readiness for future schooling or employment:

Operational

Evidence Provided: Policies and guidelines granting dual-credit, transfer of credit; Articulation agreements between agencies; Agendas, minutes of staff meetings indicating vertical and horizontal articulation; District staff are knowledgeable about student learning expectations of previous and subsequent grade levels

3.8 Supports the implementation of interventions to help students meet expectations for student learning:

Operational

Evidence Provided: Schedule of opportunities, activities that support special learning needs; Counseling programs: curriculum, schedules, staffing; Wrap-around programs; Supplemental educational services: NCLB tutorial; After-school programs; Community-based programs; Policies for student orientation, interventions, remediation; Online support; District staff affirm that there are multiple opportunities for students to get support; Students affirm that they have opportunities to get support for their school experience

3.9 Maintains a system-wide climate that supports student learning:

Highly Functional

Evidence Provided: Policies for student behavior, remediation, due process, appeals; Stakeholder satisfaction survey data; Reward system for positive behavior; Database of student behavioral incidents; District staff affirm that they are involved in promoting positive school climate

3.10 Ensures that curriculum is reviewed and revised at regular intervals:

Operational

Evidence Provided: Calendar and schedule of media services to students; District staff affirm the use of media services in the development of curriculum and instructional programs; Media services staff demonstrate the use media resources to support student achievement; District staff stay informed of curricular changes and other entities (neighboring districts, state, federal organizations); Other: Curriculum planning meeting agendas

3.11 Coordinates and ensures ready access to instructional technology, information and media services, and materials needed for effective instruction:

Highly Functional

Evidence Provided: Facilities map indicating technology services/lab; Staffing chart demonstrating allocation of appropriate technology staff; Budget allocating appropriate funds for technology - software, hardware, and infrastructure; Students and staff affirm that technology is embedded within the teaching and learning process; District staff affirm that technology supports their curriculum and instructional programs; Technology staff/services demonstrate their involvement in support of student achievement

Focus Questions:

1.    How does the system ensure the alignment and articulation of curriculum, instructional strategies, and assessments in support of the expectations for student learning?

The system ensures the alignment and articulation of curriculum by consistently using the Georgia Performance Standards to guide instructional planning at all levels.  System and school level instructional needs are determined from multiple sources of data, including teacher surveys, Georgia Assessment of Performance on School Standards (GAPSS) analysis, standardized assessment data (i.e.  CRCT, GHSGT, EOCT), and other assessment data (i.e.  benchmark tests, formal and informal classroom assessments, unit tests, pre and post tests, and AIMSweb progress monitoring).  Strategic Work Aligned to Teaching (SWAT) notebooks and feedback meetings provide information on how the curriculum is being implemented according to the school improvement plan and allow system-level staff to stay informed and provide technical assistance for school level initiatives.

Collaborative planning times, which allow teaching teams to plan for instruction following the Georgia Frameworks, curriculum maps and pacing guides, are scheduled each week for the instructional staff.  This process for horizontal planning of the curriculum is deeply embedded within the system through teaching teams and academic coaches working closely on developing units, instructional plans, and common assessments.  The instructional staff has received extensive training in standards-based classroom practices and in content areas, especially math.

Vertical planning occurs at least twice per year between all grade levels and is especially critical for transition grade levels when students move to a different school (ie.  2-3, 5-6, and 8-9).  When teachers are assigned to different grade levels, it is often only one grade higher or lower providing a natural vertical alignment since the teacher has already taught a consecutive grade level.

Articulation of the curriculum is ongoing.  Parents are informed that the curriculum is guided by Georgia Performance Standards at all grade levels and in all core subjects.  They have access to standards through the Georgia Department of Education web site.  Parent rubrics and other resources for the standards-based report cards are available on each primary and elementary school’s website.  Grading policies and credit requirements are published in student handbooks and are posted on eBoard on the system website.  At the high school level, course syllabi articulate expectations and learning goals for classes and are collaboratively developed within content areas.

In order to ensure alignment among the schools, the system developed a Strategic Improvement Plan that specifies strategic goal areas.  Each school has developed a School Improvement Plan that is aligned to the system’s plan and the Georgia Class Keys.  After conducting a GAPSS analysis in each school, the schools used the information to further identify indicators for improvement and priorities for professional learning during the 2010-2011 school year that aligned to the System Strategic Improvement Plan. 

The system utilizes supporting agencies (such as Northwest GA RESA) to provide job-embedded, needs-based professional learning at all levels.  This support is ongoing and specific to individual teacher needs as well as the collective needs within schools, grade levels, or subject areas.  In addition to providing targeted professional learning opportunities, RESA personnel provide support at three schools through instructional modeling of effective practices within classrooms; data analysis, participation on professional learning and leadership teams; and collaboration with administration, academic coaches and teachers.   Similarly, the middle school is provided support by personnel of the Georgia Department of Education because of the needs improvement status (NI-8).  A major focus of professional learning for the system over the past 4 years has been standards-based instruction.  The Teaching and Learning Department personnel in collaboration with school administration and academic coaches have strived to provide extensive professional learning in best practices for standards-based instruction and developed targeted observation instruments to monitor best practices in the classroom through the use of the Standards-based Observation Checklist and a variety of other data collection tools and processes.

2.  In what ways does the system promote and support the implementation of research-based instructional strategies, innovations, and activities that facilitate achievement for all students?

All system or school sanctioned instructional strategies, innovations, and activities are founded in research-based best practices.  Once needs are identified, whether they be content specific, grade level specific, school specific, or a system-wide need, resources are sought which support growth based on proven research-based practices.  Northwest Georgia RESA and the Georgia Leadership Institute for School Improvement (GLISI) have been instrumental in providing both content growth opportunities as well as implementation of systematic and systemic processes to ensure continuity and alignment of initiatives.

All instructional staff members have received training in standards-based classroom practices,   vocabulary across the curriculum, and RTI procedures and strategies.  The administrative teams from each school and system level administrators have attended GLISI’s Base Camp and Leadership Summit over the past five years where they participated in performance-based learning that helped establish a process for distributed leadership, using data to inform decisions, identifying root causes, determining solutions, and aligning system initiatives.  GLISI’s team-based improvement process has been cascaded throughout the system through system and school leadership teams and dynamic teams.  The system’s GLISI performance consultants have also worked extensively with the system in these areas.

The system supports achievement for all students utilizing a variety of methods.  To ensure students are mastering standards, the system feels that it is critical to use leading indicators throughout the year.  In addition to formal and informal classroom assessments, benchmark assessments, which are aligned to the standards and follow the pacing guides, are given several times a year to identify student weaknesses.  Once areas of difficulty are identified, a variety of resources is available to meet individual and collective needs of students.  Each school has an academic coach, two at the middle school, who provide support in data analysis and corresponding interventions based on benchmark and progress monitoring data.

Academic interventions are provided for identified students in the areas of reading and math in a variety of ways.  These include differentiated instruction based on data, balanced approach to reading, support classes in reading and math, remedial and intervention periods built into school schedules, assistance for students during teacher planning periods as well as before and after school, Title I, work recovery, and credit recovery offerings.  Students in the RTI process are monitored closely and more frequently with a variety of assessments, including AIMSweb (K-5).  The data from these assessments are used to adjust instruction according to the individual needs of students. 

At the primary and elementary levels, a block of time is allotted each day for remediation or acceleration in math or reading.  Students are placed in flexible groups according to their needs identified with assessment data and receive small group or individual assistance in areas where they are struggling.  Similarly, the middle school uses the Connections class period to provide support classes in reading and math for students identified as having deficiencies according to the assessment data.  Several weeks prior to CRCT testing, the middle school staff also utilizes their planning time to remediate at-risk students.  In addition to voluntary after-school tutoring, this school day remediation model increases the number of students that are exposed to remediation services because the students are already in attendance from 8-3:30.  At the high school, students behind on credits have access to credit recovery classes.   The high school also provides test preparation for students based on the areas identified as a weakness according to the assessment data.

The system-funded after school program identifies the needs of specific students, remediates needed skills, and ensures participation by providing free snacks and transportation following sessions.  After school services are provided on Tuesday and Thursdays of each week for grades K-12.  Math and reading/language arts tutorial services are provided for all grades with additional core content support provided as needed.  Additional resources, such as referral to the community’s Local Interagency Planning Team (LIPT) or referral to the system’s Alternative Program, are available for students who face external or more serious challenges that might hinder success in school.  Both programs focus on keeping students in school by providing support for the student’s social/emotional needs as well.

Administrators continuously monitor classroom instruction and implementation of best practices through formal and informal classroom observations and walkthroughs—Awareness Walks.  System level staff monitors classroom instruction through the implementation of Core Focus Walks 6-8 times per year.  Data from some of these observations are uploaded to a school level database through the use of IPads.  These data are for administration and coaches to be able to analyze trends and plan for targeted professional.  School staff participates in professional learning meetings, collaborative planning time, mentoring program for new staff members, and professional learning activities based on areas of weakness identified from data or staff recommendations.  Teachers are provided on-going feedback and support based on data from these classroom observations.  The Teacher Efficacy Protocol provides specific steps for individual professional learning plans to document feedback and support for teachers.   

3.    What processes are implemented to ensure that all staff members are well-prepared to support and implement the district's expectations for student learning?

System expectations for student learning are developed in collaboration with stakeholders and communicated to school staff via faculty meetings, grade level or content area meetings, and leadership team meetings.   Administrator’s then monitor planning and implementation of these expectations through frequent formal and informal observations, walkthroughs, participation in professional learning conversations, lesson plans, class syllabi, curriculum documents, and assessment results.  The continuous improvement process of “Plan, Do, Check, Act” provides a systematic means of identifying and meeting needs as they arise.  Participation in Georgia Leadership Institute for School Improvement performance-based training has helped to create a common language within the system and has supported strategic, systemic alignment of initiatives.  By implementing a distributed model of leadership, where all staff members assume leadership roles at a given time, accountability for success is shared and a culture of continuous improvement is fostered.

The system’s expectations for student learning are consistently and clearly articulated.  Adhering to state expectations for teaching students, following Georgia Performance Standards, is non-negotiable and is outlined on the Haralson County Practices of Excellence document.  This being the case, the system feels that staff members must be provided job-embedded professional learning that equips them to meet this challenge.  Professional learning that supports standards-based classroom practices has been a priority for the system, and all teachers have participated in this training through Northwest Georgia RESA or through in-house professional learning with system staff and academic coaches.  A GAPSS analysis was conducted at each school to determine the level of implementation of these practices (following the Class Keys Model).  The results were analyzed and plans were developed to address the areas of concern identified from the GAPSS analysis.  Staff members have also been given multiple opportunities to share and discuss areas where support is needed through professional learning conversations and anonymous surveys.  Book studies and system and school level trainings throughout the year and over the summer are examples of additional supporting activities to ensure that staff members are well-prepared to support expectations for student learning.

Through a distributed leadership model, many professional learning activities are conducted in-house by academic coaches and teacher leaders who attend off-site trainings and then return to redeliver to the faculty.  Nationally known speakers are also brought into the system to deliver professional learning, which is then followed up with modeling and feedback by the academic coaches.  This training model is often supported by a corresponding book study for faculty to continue learning and discussing a particular topic throughout the semester.  This year the schools have started to fully utilize teacher leaders to provide professional learning.   These teacher leaders conduct mini workshops in an area of strength, and their colleagues are able to attend during their planning times or after school.   This process allows schools to cover a variety of topics as well as have access to an in-house expert.  The academic coaches have begun to develop Lab Classrooms taught by teacher leaders where best practices and new research-based strategies are used with students.  These Lab Classrooms will provide a model for other teachers to observe and see first-hand how to implement strategies.

Providing a rigorous curriculum for all students is a priority throughout the system.  One initiative to meet this need involved providing an opportunity for students to take Advanced Placement (AP) classes.  Teachers attended training over the past few years to receive AP certification.  This year Advanced Placement and pre-AP clasess at the high school and Advanced Content clasess at the middle school are offered in English, social studies, science, and math.  Higher order thinking skills and rigor in all grade levels have been a focus of professional learning this year.  Additionally, a strategy to help develop problem solving skills and deeper understanding of content—Thinking Maps—has been implemented in all classrooms at the middle school, and academic coaches at the elementary level have attended the Train the Trainer Thinking Maps training to implement these best practices at the lower grade levels.

4.    How does the system ensure that all students and staff have access to comprehensive information, instructional technology, and media services?

The system uses funding from a variety of sources to continually upgrade information systems, instructional technology opportunities and media services throughout the system.  A three year technology plan is in place to ensure that growth in these areas is prioritized based on needs and strategic in execution.  Classroom computers are continually scheduled for upgrade to stay current with instructional technology demands. 

PowerSchool, Performance Matters, and EasyIEP are three information systems that maintain a data base of multiple forms of student information and are synchronized with each other on a regular (weekly or daily) basis.  These valuable tools are available to all system personnel as appropriate and create a venue for data sharing among schools and departments.  Additionally, PowerSchool allows parents to access grades and attendance data.

Currently there are nine computer labs within the system serving students in kindergarten through twelfth grade.  Each classroom also has student computerstations.  All certified staff members have been provided with either a desktop or a laptop computer to assist in the improvement of the instructional process with the creation of lesson plans and integration of a variety of software applications as well as the use of internet resources.  All teachers (grades K-12) have access to SmartBoards (interactive white boards) either in their classroom or in a shared area to support instruction.  Several schools also utilize computerized Student Response Systems, Mobies, Airliners, and Elmos to support instruction.  The high school was awarded a three year Blended Learning Grant for 1.7 million dollars. With this grant, every teacher, all 9^th and 10^th grade students, and some 11^th grade students received a personal Netbook with wireless broadband internet service.  Next school year, all students at the high school will have Netbooks. All high school classrooms were equiped with 21st century classroom technology and all teachers are receiving ongoing professional development for creating and using blended learning opportunities for students.

Multiple sources of instructional software are available to support instruction in core content areas and for diagnostic placement of students in the areas of reading and math.  Examples of these include My Reading Coach, Carnegie Learning, Compass Learning Odyssey, BrainPOP, Inspiration, and Study Island.  USA Test Prep is software used to prepare for the Georgia High School Graduation Test.  Students may recover credits or take online classes for those classes they desire to take but are not offered within the system through the use of  e2020 orthe Georgia Virtual School offered through GADOE.

Technology is used extensively for instructional and assistive technology.  Assistive technology support is provided through Georgia Learning Resources Services (GLRS) and contracted vendor support.  Additionally, four special education teachers are part of an state-level assistive technology consortium with  meetings throughout the year to provide the county with in-house support for assistive technology. 

Media Centers are available at each school, and full-time media specialists are employed to support students in an open media schedule.  Technology is available within media centers to provide access to limitless information.  The Technology Department is responsible for maintaining, troubleshooting and installing technology within the system.  This department is also charged with keeping an accurate inventory of hardware through a computerized barcode system.   Members of the Technology Department along with “in-house experts” and outside trainers provide professional learning for teachers to effectively integrate technology in instruction. In addition, the technology deparment relies on the schools’ media specialists as important resources for teachers using technology in classroom instruction.  One of their tasks is to assist teachers in preparing for a technology-rich lesson and in troubleshooting technology problems.  Haralson County Schools has also received this year an Improving Literacy through School Library Grant for $394,000.00.   As part of the grant, library/media centers have purchased new library books, computers and updated their technology and digital content.  The Primary and Elementary Schools have hired two media assistants as part of the grant in order to offer the desired library/media services.   These positions will be funded for one year with this grant.   They will be shared between the two schools.   The funds will also be used for collaboration and team building.   

Comprehensive information on instructional technology is constantly evaluated and re-evaluated, and then the appropriate professional learning activities, unit planning, and job-embedded trainings are developed to fully integrate current instructional technology.  As units and lesson plans are written, resources to teach the units are evaluated, and missing or out-dated materials are replaced.  Purchases are monitored to ensure that materials are research-based and designed to effectively support the curriculum.

Overall Assessment:

Operational: The school district implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes.  The district demonstrates evidence of alignment between the curriculum and instructional practices with systematic implementation across the district.  Teachers use proven instructional practices that actively engage students in the learning process.  Teachers provide frequent opportunities for students to apply their knowledge and skills to real world situations.  Teachers give students regular feedback to improve their performance.