Office of Curriculum and Instruction
Michael J. Bednarz, Director

Accomplishments for 2006-2007

• Adoption of the curriculum revision for music
• Adoption of a new reading series for grades PK- 5: Reading (Houghton-Mifflin, 2008)
• Adoption of new social studies textbooks for grades 4, 5, and 7
• Participation in distance learning for SHS students via membership in Virtual High School
• Acquisition of approximately $85,000 in technology hardware via competitive grants
• Participation in several Inter-district grants (involving 18 staff) with EASTCONN, such as:
• Teaching American History Project - focus on grades 5- 12 (numerous partner districts)
• Using Technology to Improve the Teaching and Learning of Math - focus on middle school math via distance learning and on-line software (partner districts- Windham, Columbia, Sprague, Brooklyn)
• Science Success for All - focus on science and technology in grades PK- 5 (partner districts - Putnam and Sterling)
• Science Partnership Grant - focus on science content and inquiry learning for the elementary grades (partner districts (Ellington, Lebanon, Somers, Sterling, Union, Windham)
• Completion of restructuring plans for the elementary schools in preparation for transitioning to a PK-1 and 2-5 grade configuration, the “retirement” of Borough Elementary School and Witt Intermediate School, and the opening of Stafford Elementary School
• Implementation of a new Long Range Technology Plan, 2006- 2009 (BOE approval, 6/06)
• Utilization of district and individual student achievement results as part of a commitment to data-driven decision making and improvement planning
• Continuation of the commitment to implement the Responsive Classroom model in grades PK- 5
• Successful grant award- Write Stuff - for computer assisted writing for Stafford High School
• Successful E2T2 grants (4) for professional development related to technology integration efforts- Data Warehouse, Science Technology, and Science Inquiry Units
• Upgrade of atlases and globes for grades K- 8 and infusion of library materials for PK- 1
• Development and implementation of professional development activities for certified staff via the 2007 Summer Institutes (seven workshops)
• Completion of draft Technology Skills Matrix for students in grades 2 through 8

Planned Activities and Projects for 2007-2008

• Curriculum revision projects for Art and Physical Education, and Language Arts
• Implementation of the new curriculum for music
• Implementation of the new reading series for grades PK- 5 and the new social studies textbooks in grades 4, 5, and 7
• Recommendation for a new Language Arts series for grades 6 through 12
• Identify a new social studies textbook for grade 8
• Implement the Technology Skills Matrix for grades 2 -8 and develop a similar document for grades PK- 1 and 9- 12
• Develop assessment tools to measure student technology literacy at grades 5 and 8
• Maximize the continuum of collaborative support services and differentiated instruction to meet the needs of all students
• Train staff to utilize the infusion of new technology (ie., V-brick, interactive whiteboards, web-based application assessment programs)
• Integrate the recommendations from the Connecticut State Department of Education’s Beyond the BluePrint in grades 2- 12
• Modify as necessary and implement pacing calendars including common grade level assessment dates for the Growing With Math series in grades PK- 5
• Continue and expand participation in Inter-district grants with EASTCONN and UCONN.
• Prepare for the new CMT Science Tests (grades 5 and 8) in 2008
• Review and modify in-district benchmark assessments, including the use of on-line assessment tools
• Explore the use of on-line test preparation and skill development programs
• Respond to No Child Left Behind (NCLB) mandates and directives
• Expand participation in distance learning for SHS students via membership in Virtual High School
• Continue the implementation of the data-driven decision-making model to improve teaching and learning via membership in the EASTCONN Data Warehouse
• Implement the Write Stuff project for computer assisted writing for Stafford High School

Curriculum in Stafford

Curriculum performance expectations, instruction, and assessment are under constant review in a five-phase curriculum development and management review process. Pre-K through grade 12 teachers and administrators work together as teams to ensure that the curriculum leaves no gaps in students’ mastery of each subject area. The cycles for developing, implementing, and evaluating curriculum are part of a district long-range plan that brings a small number of revised plans to the Board of Education for approval each year.

Guiding Principles for Curriculum Development

Expectations / Standards
In order to encourage the pursuit of excellence, the curriculum will reflect a strong commitment to high expectations and standards.

Independent Learners
The curriculum will foster independence and responsibility in all learners.

Community
The curriculum will provide opportunities for students to develop the skills required to become effective members of the school, local and global communities. Learning must encompass the wide array of cultures, creeds, value systems and morès present in our diverse and increasingly complex world.

Respect
The curriculum will provide opportunities for students to develop respect for themselves and others. It will be inclusive, gender-fair, multicultural and globally oriented.

Communication
The curriculum will foster the development of communication skills. These include expressive and receptive language skills, as well as skills in the areas of the visual arts and music.

Coordination
The curriculum will provide learning experiences that are systematic and sequential.

Equity
The curriculum will provide equitable educational experiences for all students. The experiences will reflect multiple intelligences, interests, talents, abilities, and diversity. The curriculum will offer a multitude of possibilities.

Meaningful Learning
The curriculum will provide experiences that cause students to be active learners and to make connections between their learning and real world experiences.

Content
The curriculum will reflect current practice and theory, as well as relevant and enduring content. The content will be delivered in a flexible and challenging manner to students of all skill levels.

Responsibility
The curriculum will provide experiences that elevate the student to a position of significant responsibility for what is mastered.

Outcomes
The curriculum will empower students to grow. It is a series of opportunities and challenges, not obstacles.

Technology
The curriculum will infuse technology in an integral way to support dynamic, interactive, and worthwhile learning experiences.

Stafford’s Classroom Standards for Learning

1. The physical and emotional environment is safe and conducive to learning for all students.
• e.g. student work is displayed; interest and respect are apparent between teacher and students and between students; rules are posted; the physical environment is clean, ordered and without hazards.
2. Grouping for instruction is flexible.
• e.g. there is a purposeful and appropriate mix of small and whole group work, such as whole group discussions, peer conferencing and evaluations, group projects, and cooperative learning groups.
3. Instruction is developmentally appropriate for the intellectual and emotional level of the students.
4. Discourse, which leads to learning, is evident between teacher and students and between students.
5. Students are engaged in learning through hands on activities, various opportunities for involvement, and collaboration.
6. The learning environment is supportive.
• e.g. there is availability of multiple resources such as books, multi-media, instructional support teachers and co-teachers, and instructional supplies.
7. Routines and transitions are orderly and use time appropriately.
8. There is a clear structure for learning, which leads students to learn.
• e.g. initiations are used to focus the student learning; closures are used to ascertain the purpose of a lesson and its link to long-term learning; the learning is focused on clear lesson objectives; concepts are presented in an orderly fashion and are linked to previous and to new learning; clear expectations are communicated to students about the skills which are necessary for success.
9. A variety of assessment tools and procedures are used.
• e.g. various levels of understanding are assessed; various methods are used to assess student achievement including teacher observation, evidence from student work, oral assessments and benchmark assessments.
• Periodic assessments should be in place, which help promote consistency in educational opportunities for students in the same course or grade levels. Methods such as benchmark, mid-course and end of course assessments should be used to achieve this.
10. Teacher and student reflections are evident.
• e.g. what changes are made based on evidence gathered during lessons, assessments and professional development?
11. Cross-curricular integration is evident.
• e.g. reading, writing, speaking and listening are integrated throughout all content area lessons; a clear link is made between mathematics, science and social studies; the use of technology is evident in all content areas.
12. There is instructional consistency among and within schools and grade levels, which is achieved through procedures such as department and cluster meetings, grade level meetings, teacher evaluations, and curriculum committees.