Activity 1: Curriculum Alignment as Part of a Larger System
@ 45 minutes
Observe a demonstration of a comprehensive curriculum alignment system that could begin implementation in April, 2007. As you view the demonstration of the model, identify problems that the model could potentially solve or resolve.
 

"The discipline of systems thinking provides a different way
of looking at problems and goals, not as isolated events,
 but as components of larger structures."
~ Peter Senge, Schools That Learn (2000)

Goals:

• Use District 11 Curriculum Alignment Guides and Pacing Guides to develop a system and format for instructional lessons/units to be archived in a user friendly format, allowing easy access by teachers, parents, students, and community members.

• Lesson format should include Differentiated Instruction resources (ESL, GT, and RtI) in order to provide a cohesive, integrated curriculum and assessment system.

• Enhance the power of team communications at individual schools and across the district fostering collegial discussions regarding specific instructional resources and strategies.

• Create a library of 450 District 11 Diamond Lessons/Units by the end of the 2007-2008 School Year.

• Include a system for soliciting teacher feedback on the quality and effect of the lessons on student achievement as measured by quantitative and qualitative data.

Proposed Implementation Timeline
Review the Proposed Implementation Plan and provide feedback.

Each of Us for All of Us
This system will allow us to share, across the district, all of the isolated examples/instances of curriculum and instructional excellence taking place at individual schools. The system will help each of us think beyond our own schools and ourselves and determine how we can contribute to a system that captures the best of what we, as a district, have to offer or community. 

Taking Ownership
Past practice has limited the role of Content Area Facilitators to coordinating efforts to create curriculum documents that were considered optional at each school. The Director of Curriculum and Instruction and the Content Area Coordinators are joining principals in taking ownership of student scores. We have refocused our processes and expanded our area of responsibility to include monitoring the implementation of curriculum so that we hold greater accountability for the final product.

Have you ever struggled to provide an answer or solution to a perceived problem only to discover that you completely misunderstood the problem or question?

"At the end of this session, you should be able to use the Interrelationship Diagraph to identify the root causes of issues you face at your school. Knowing how to use this tool will help you create a more effective school improvement plan. the purpose of this session and the April session is to provide effective data analysis tools and process that will help you and your SIP team create the highest quality School Improvement Plan. In next month's session, you will be given an opportunity to apply the problem solving strategy you learn today." 
~ Shirley Stevens

Activity 2: Problem Solving Models Using the Interrelationship Diagraph
@ 15 minutes
An interrelationship digraph is a visual display that maps out the cause and effect links among complex, multivariable problems or desired outcomes. Observe a model of how two schools approached the same problem. One had limited results and the other received national recognition for effective problem recognition and solution.

Leverage Points
Points in the system where one can apply energy or resources
to acquire the greatest effect.
Points in the system upon which several other steps or processes
are dependent.

Problem Scenario
Jackson High School received a Low Performing label from the State due to an unacceptable drop out rate. A team of teachers and administrators met and conducted a cursory problem analysis. The group identified the following issues that they felt contributed to the high drop out rate. Problem Scenario Document

What are the issues affecting the drop-out rate for Jackson High School?

• Poor scores on middle school core classes

• Little or no parental involvement

• Students subjected to low quality teachers

• Students feeling disconnected from schooling

• Students behind in number of credits earned

• Students lacking personal management skills

Then they began brainstorming solutions. The group decided the most appropriate solution would be to offer a comprehensive credit recovery system by purchasing a commercial software solution for credit recovery. The following team meetings focused on finding funding sources, and arranging student schedules to include time in the lab. It was decided that the measure of program success would be determined by the number of credits earned. Over the next two years the program had marginal results. Reporting on the program focused on the few success stories for a small percentage of students. Where did the team go wrong?

"No significant learning occurs without a significant relationship."
~ Dr. James Comer

An Alternate Ending...