Curriculum and Instruction - SAS-WASC

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students immediate feedback on writing conventions and supports writing across thecurriculum using common assessment vocabulary and common prompts. It furtherfrees teachers to address organization and content issues. My Access codes went outin May 2008 to piloting teachers. The task force will design an evaluation tool for thepilot early in 2008-2009.Next Steps:• Post instructional strategies on the Atlas site for teachers to access as theywrite units• Provide professional development to teachers on instructional strategies(e.g., through Teachers teaching Teachers)• A sub-committee will convene early in the fall to determine metrics for theeffectiveness of the My Access pilot.HOW CURRICULUM IS ASSESSED and HOW ASSESSMENT IS USEDInitial disaggregation of standardized test data occurred in spring 2006 withthe analysis of ERB and ITBS scores in grades 3-8 in reading and writing. Thisinformation was analyzed and used in the curriculum development process for PK-12language arts task force.“It was good to have cross campusconversations that were creativeand productive. It was great toestablish where we are and toincrease communication.” - MichaelEaston, middle school language artsteacher, reflects on the languagearts program review.3. Common AssessmentsAgreements were drafted and adopted for grades 6-10 on both campuses followingthe review of the high school common assessment agreement document, whichdefines the purpose, the nature, the number, and the grade levels to which theagreement applies. It was further agreed that the assessments should match thestrands assessed and should include oral presentations or projects as appropriate andagreed-upon – not only written examinations. Formative assessment was mentionedbut not fully explored and needs more attention in next years discussions.4. Six + one Writing Traits AssessmentThe 6-12 Language Arts task force recommended renewal of the Six Traits plusOne writing assessment model school-wide. The recommendation was echoed bythe PK-5 language arts task force. The model aligns with My Access and ERB, andits language is easily integrated into IB metrics. It is currently in use through thesecondary school, but needs renewal and training for staff who have come new to theschool since the last training several years ago.o Gr 8 PX – used widelyo Gr 7 PX– used widelyo Gr7 PD – began to use this year as preparation for ERBo HS PD – the categories and vocabulary are used widelyo HS PX – some faculty not entirely familiar with it, though rubricsare already in place for common assessmentsThe Task Force recommends re-adoption the Six Traits plus One writing assessmentmodel for grade 6 – 12 and the professional development to support said adoption.During the February Teachers teaching Teachers day, the training was offered butpoorly attended as the task force recommendation had not yet been made.5. Speech AssessmentThe task force briefly discussed the need for an assessment tool for speaking thatwould offer a common assessment vocabulary grades 6-12. Further investigation isneeded, and the task force will look into the Oregon State speaking Traits (CORE)and other tools in 2008-2009.Next Steps:• Calendar common assessment moderation time• Identify and post on Atlas anchor papers and exemplars for commonassessments for those courses who do not yet have them94Shanghai American School Self Study Report
• Ensure a variety of types of assessment that reflect the standards assessed.• Investigate the nature and use of formative assessment as it applies tolanguage arts instruction at SAS• Organize professional development associated with Six Traits plus Onewriting assessment model with the goal that the model will be used writingevaluation tool across the curriculum.• Investigate various speaking rubrics that could provide common language forthis curricular strand (e.g., Oregon state speaking 4 traits: COLE)Mathematics 6-12 Program Review ReportWHAT CURRICULUM IS TAUGHTReview Standards, Benchmarks and Unit PlansThe 6-12 mathematics task force reviewed standards and benchmarks. Algebra Ibenchmarks for grade 8 and grade 9 were aligned. The remaining standards andbenchmarks were in order. The task force determined that not enough units wereposted at the beginning of the year to do an Atlas analysis of benchmarks covered,and tabled that analysis until 2008-2009.As with language arts, at the WASC midterm report very little was documented interms of mathematics written curriculum. This includes standards and benchmarks,scope and sequence, assessments, all of which are now either fully documented or inthe process of being documented on Atlas. The work is in progress and maintainingstrong links between what is posted and what is taught will be critical. The EAGLESare not fully integrated into units yet, nor are essential questions and reflections.Task force members agreed to share the Atlas data and progress with teams anddepartments.Principles of LearninThe task force drafted and adopted principles of learning to guide the work ofmathematics teaching and learning across the school.Mathematics Principles of Learning:• Mathematics is essential for success in a range of present and future careers• Mathematics equips students with thinking skills and problem-solvingstrategies that apply to authentic, real-life learning experiences, fosteringcuriosity and risk-taking, motivation, persistence and self-confidence.• Mathematics should provide all students challenge, equity and opportunity forsuccess.• Mathematics is a means of understanding the world through multicultural,historical, scientific and aesthetic perspectives.2. Essential Teaching Agreements were written and adopted for Mathematics 6 – 12school-wide. Agreements are intended to support best practice in the classroom:Mathematics teachers at SAS will ensure that students• Experience regular differentiated instruction according to individual learningneeds to enable each to reach his or her fullest potential.• Experience frequent authentic learning opportunities.• Have access to mathematics support outside of class.• Are continually encouraged to strive for excellence in mathematics throughboth processes and content.• Experience ongoing collaborative and reflective learning environments thatreinforce and apply previously-learned mathematics skills and knowledge.• Are assessed regularly through a variety of tools that help them constructmeaning.Shanghai American School Self Study Report 95
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