Curriculum Instruction and Assessment

Division Information
Action Plan

Omaha Public Schools

Curriculum Instruction and Assessment

Assistant Superintendent

Dr. ReNae S. Kehrberg

Curriculum Instruction and Assessment leads the development and implementation of curriculum, instruction, and classroom-based assessment. The department is organized into three divisions: elementary education, secondary education, and special education.

Division of Elementary Education

Mrs. Donna Dobson, Director (402) 557-2412

Elementary Supervisors

Cyndi Baumann, Nancy Chalupa, Kanyon Chism, Sally Hansen, Julie Hoogestraat, LuAnn Jacobs, Michelle Jareske, LaTasha Muhammad, Cindi Brown

Division of Secondary Education

Mrs. Susan Christopherson, Director (402) 557-2411

Secondary Programs/Supervisors

English Language Arts – Shelley Erikson, Mathematics – Jim Harrington, Science – Chris Schaben, Social Studies – Barry Thomas, World Languages – Katy Cattlett, Military Science – Jeff Flagg, Career Education – Ken Spellman, Coordinator; Jim Musil – Environmental & Agriculture, Industrial, Manufacturing & Engineering, Business, Marketing, & Management – Delayne Havlovic, Family & Consumer Science, Human Growth & Development – Karen Spencer-May, Career Center – Tim Hoffman, KIOS Radio – Ken Dudzik, Alternative Education/Multiple Pathways – Ken Spellman, Coordinator, Accelere – Shari Koch, Adult High School – Ken Spellman, Blackburn – Fred Marisett, Independent Study – Ken Spellman, UNO/OPS Program – Heather McLaughlin, Gateway to College – Shari Koch

Division of Special Education

Dr. Julia Allen, Director (402) 557-2413

Christine Young, Staff Assistant

Special Education Programs/Supervisors

Alternate Curriculum Program – Cheryl Kraft, Robin Quinn , Behavioral Skills Program– Pam Gallagher, Early Childhood Special Education – Pam DePorte, Kerri Murtaugh, Amber Wicherski, Early Development Network – Laura Chatfield, Connie Coltrane, Hearing/Vision/Homebound – , Integrated Learning Program – Sandra Bender, Occupational/Physical Therapy – Mike Dotson, Placement Office – Dan Weidner, Psychologist – Jodi Breci, Ranae Murphy, Chad Nichols, Jason Witte, Gregg Beeman, Resource – Michelle Gaither, Judy Lefeber, David Lisko, Liz McGuire, Erin Perry, Kara Saldierna, Speech/Language – Paula Hopkins, Transition Program at PVA – Maryann Boscarden, Work Experience/Transition – Anne Marie Boose.

K-12 Programs

Supervisors: Art – Angie Fischer, Music – Linda Hulsey (vocal), Michelle Johnson (instrumental), Gifted and Talented – Mary Tessin, Physical Education and Athletics – Peg Naylon, Bob Danenhauer, Library Services – Laura Pietsch, Reading Resources – Nancy Mahrt, Rebecca Phillips, Beth Stenzel, Felicia Tweedy, e-Learning – Dawn Ferreyra

K-12 English as a Second Language/Migrant Education – Susan Mayberger, Coordinator; Katy Cattlett, Dual Languages Supervisor

Title I – Mrs. Tina Forte, Director (402) 557-2477

Special Projects for Curriculum Instruction and Assessment – Dr. David K. Alati, Coordinator (402) 557-2487

Curriculum Instruction and Assessment is responsible for addressing challenges related to student achievement. The following Action Plan has been endorsed by the Board of Education and communicated to all building instructional leadership. Professional development to support the plan is ongoing.

Omaha Public Schools

Curriculum Instruction and Assessment

Assistant Superintendent

Dr. ReNae S. Kehrberg

Division of Elementary Education

Mrs. Donna Dobson, Director (402) 557-2412

Elementary Supervisors

Cyndi Baumann, Nancy Chalupa, Kanyon Chism, Sally Hansen, Julie Hoogestraat, LuAnn Jacobs, Michelle Jareske, LaTasha Muhammad, Cindi Brown

Division of Secondary Education

Mrs. Susan Christopherson, Director (402) 557-2411

Secondary Programs/Supervisors

Division of Special Education

Dr. Julia Allen, Director (402) 557-2413

Christine Young, Staff Assistant

Special Education Programs/Supervisors

K-12 Programs

K-12 English as a Second Language/Migrant Education – Susan Mayberger, Coordinator; Katy Cattlett, Dual Languages Supervisor

Title I – Mrs. Tina Forte, Director (402) 557-2477

Special Projects for Curriculum Instruction and Assessment – Dr. David K. Alati, Coordinator (402) 557-2487

Omaha Public Schools

Action Plan

1. The use of the OPS standardized instructional framework will occur in all classrooms PK-12. The OPS instructional framework is: The Gradual Release of Instruction with literacy strategies across the content areas and consistent procedures and routines.

This is a flexible delivery model to use in all subjects PK-12. These four stages (modeled, shared, guided and independent) are often repeated throughout the lesson (especially the modeled and shared process which may have several cycles during the lesson). Occasionally a daily lesson may not contain all four cycles.

a. Gradual Release of Instruction will be evident in each classroom on a daily basis.

· Modeled: Teacher explains and models the strategy and content indicating how it relates to current learning needs and prior knowledge. Students are in whole groups or small groups.

· Shared: Teacher encourages student participation by using engagement activities (response cards, white boards, clickers) and by asking questions to check for mastery. Students are in whole group, small group or pairs (elbow partners). Teacher checks for understanding and reteaches as needed.

· Guided: Teacher provides small group instruction at students’ instructional level so that students practice using the strategies with the content. Teacher offers support by prompting, questioning and guiding with extensive descriptive feedback and reteaching individually and in small group.

· Independent: Students work independently applying what they have learned across a variety of situations. Students work with the content using the strategies to make meaning and complete tasks without support or prompting.

b. Literacy strategies across the content areas are embedded throughout the gradual release of instruction. Reading, writing, and speaking are the means by which all subjects are learned.

· “Authentic literacy is the ‘spine’ that holds everything together in all subject areas.”

(Phillips and Wong, 2010)

· The following high yield literacy strategies will be used throughout the district.

1. Six step vocabulary process (Marzano)

2. Think alouds

3. Reciprocal teaching

4. Note-making graphic organizers (Combination, Cornell, or Cloze)

5. Text preview

6. QAR (talking to the text)

7. Comparison matrix with summary writing

8. Non-linguistic representation

9. Sustained Silent Reading (SSR) with modeling and/or purpose

10. Oral discussions (argumentative discourse)

11. Quick writes

12. Meta-cognitive writing prompt

13. Summary writing activities

14. Think, Ink, Pair, Share

15. Four Square/Step Up to Writing

16. RAFT

17. Analogies and metaphors that connect to prior knowledge

18. Advance organizers

19. Text tagging

20. Frayer model

c. Consistent use of procedures and routines must occur for the transitions to work smoothly during the gradual release of instruction (from whole group to small group as well as for stations).

· Each building will determine which of the following Top Ten Classroom Procedures and Routines will become their school-wide practices.

1. Hand raising without call outs or talk overs

2. Attention getting and non verbal techniques

3. Giving directions explicitly and visually

4. 2 x 10 positive connections

5. Repeat the request/delayed response

6. Engagement techniques

7. Transitions every 20 minutes

8. Teach and pause

9. Finished early activities

10. Readiness wall

2. Coaching results in 95% of a faculty developing and using a skill in the classroom. Traditional professional development in whole group settings results in zero percent of the faculty using the skill (Showers & Joyce).

a. “School leaders, whether principals, assistant principals, or curriculum leaders, have many roles, but none as important as that of an instructional leader. Through our work with coaching teachers and other staff, we are able to transform our classrooms into vibrant, engaging learning environments.” - Kathy Kennedy

b. Principals will implement a schedule that provides every teacher positive descriptive feedback through coaching visits. The goal is to work toward weekly visits for all teachers.

c. Principals will schedule debriefing sessions with building level instructional leadership.

d. Curriculum Instruction and Assessment will support building level instructional leaders with the following:

· professional development on coaching (Kathy Kennedy)

· provide a standardized lesson plan format which includes gradual release of instruction

· provide a list of “look fors” to use during classroom visits

· provide sample walk through schedules

· professional development for principals and instructional leaders using PD 360 vignettes to identify and understand best instructional strategies and their impact in teaching

· provide principals with feedback after classroom coaching visits

· participate in debriefing sessions

3. Acuity Implementation Plan supports teaching and learning with data analysis and planning for strategic reteaching.

a. Diagnostic assessment will be used in addition to the fall and mid-year assessments.

b. Instructional resources should be assigned to students based upon their areas of weakness which provides the opportunity for reteaching.

c. The Acuity implementation plan is designed to guide schools through the steps of analyzing Acuity data and using the tools appropriately to maximize student success. This plan represents an on-going process that principals will use that involves continuous monitoring of instructional strategy implementation and student progress.

d. Principals will plan professional development for teachers’ use of Acuity to inform and improve instruction. Sample training schedules and navigation short cuts will be provided by Curriculum, Instruction and Assessment and the Research Division.

e. Curriculum Instruction and Assessment staff members will support schools as they analyze data and plan instruction.

Omaha Public Schools

Action Plan

a. Gradual Release of Instruction will be evident in each classroom on a daily basis.

· Modeled: Teacher explains and models the strategy and content indicating how it relates to current learning needs and prior knowledge. Students are in whole groups or small groups.

b. Literacy strategies across the content areas are embedded throughout the gradual release of instruction. Reading, writing, and speaking are the means by which all subjects are learned.

· “Authentic literacy is the ‘spine’ that holds everything together in all subject areas.”

(Phillips and Wong, 2010)

· The following high yield literacy strategies will be used throughout the district.

1. Six step vocabulary process (Marzano)

2. Think alouds

3. Reciprocal teaching

4. Note-making graphic organizers (Combination, Cornell, or Cloze)

5. Text preview

6. QAR (talking to the text)

7. Comparison matrix with summary writing

8. Non-linguistic representation

9. Sustained Silent Reading (SSR) with modeling and/or purpose

10. Oral discussions (argumentative discourse)

11. Quick writes

12. Meta-cognitive writing prompt

13. Summary writing activities

14. Think, Ink, Pair, Share

15. Four Square/Step Up to Writing

16. RAFT

17. Analogies and metaphors that connect to prior knowledge

18. Advance organizers

19. Text tagging

20. Frayer model

c. Consistent use of procedures and routines must occur for the transitions to work smoothly during the gradual release of instruction (from whole group to small group as well as for stations).

· Each building will determine which of the following Top Ten Classroom Procedures and Routines will become their school-wide practices.

1. Hand raising without call outs or talk overs

2. Attention getting and non verbal techniques

3. Giving directions explicitly and visually

4. 2 x 10 positive connections

5. Repeat the request/delayed response

6. Engagement techniques

7. Transitions every 20 minutes

8. Teach and pause

9. Finished early activities

10. Readiness wall

b. Principals will implement a schedule that provides every teacher positive descriptive feedback through coaching visits. The goal is to work toward weekly visits for all teachers.

c. Principals will schedule debriefing sessions with building level instructional leadership.

d. Curriculum Instruction and Assessment will support building level instructional leaders with the following:

· professional development on coaching (Kathy Kennedy)

· provide a standardized lesson plan format which includes gradual release of instruction

· provide a list of “look fors” to use during classroom visits

· provide sample walk through schedules

· professional development for principals and instructional leaders using PD 360 vignettes to identify and understand best instructional strategies and their impact in teaching

· provide principals with feedback after classroom coaching visits

· participate in debriefing sessions

3. Acuity Implementation Plan supports teaching and learning with data analysis and planning for strategic reteaching.

a. Diagnostic assessment will be used in addition to the fall and mid-year assessments.

b. Instructional resources should be assigned to students based upon their areas of weakness which provides the opportunity for reteaching.

e. Curriculum Instruction and Assessment staff members will support schools as they analyze data and plan instruction.