Phase III Design Team Recommendations Health & Physical Education Progress Reporting Social Studies
Dr. Patrick Duffy, Director of Teaching, Learning, and Leadership introduced three Curriculum Design Teams that presented Phase III recommendations - Physical Education & Health, Progress Reporting, and Social Studies. Dr. Duffy reviewed the curriculum and instruction development phases and the timeline for subject area reviews. Highlights from each team's presentation are below.
Physical Education & Health
The PE/Health design team members include Tom Roberts, Patrice Howard, Kayla Ross, Jennifer Lucke, and Allison Luskey. The team presented:
- Racial Equity Purpose and belief statements
- Design team member introductions
- Healthy kids = successful students
- An overview of work done to prepare Phase III recommendations
- Recommendations including Health and PE curriculum development, opportunities for students, and community partnerships
- Next steps
Progress Reporting
The Progress Reporting design team members are Abby Lugo, Andy Wilkes, Ila Saxena, and Mia Waldera. Dr. Duffy presented for the team in their absence. The presentation included:
- Racial Equity Purpose statement
- An update on work done in the last phase of design team collaboration
- An overview of what the team has learned
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Recommendations to gather Information to inform structural changes and mindset shifts in grading, conferences, and progress reports, look at evidence of learning - what and why, and develop communication about what is being learned (grade level/course)
Social Studies
The Progress Reporting design team members are Peter Gerdts, Megan Jones, Jill Merkle, Gloria Ruff, and Erika Scott. The presentation included:
- Racial Equity Purpose statement
- How data analysis and centering teacher voice to guide the team's work
- Connection to the District's strategic plan
- Recommendations to 1. develop Social Studies Frameworks that are aligned to the 5 Pursuits and grounded in state and social justice standards. 2. Teachers use the framework to guide and assess their continuing work towards a more culturally relevant pedagogy. 3. Align and organize a linear scope and sequence to ensure all SLP students have the opportunity to engage in rigorous, comprehensive, culturally relevant, developmentally appropriate, and anti-racist social studies experiences. 4. Restructure Professional Development district-wide to give teachers collaborative time and support to drive and sustain this work.
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