C-PP Standards-Based Learning Model

The Corning-Painted Post School District's Standards-Based Learning Model shows students as learners in the center. The needs of students are at the heart of our standards-based system of learning. Everything else connects to and supports the educational needs of students in our district.

Learners are capable of learning at high levels when their strengths are celebrated and needs are addressed as ample learning opportunities develop potential. All learners need multiple opportunities to learn knowledge and skills, using diverse approaches. A profile of the"IB Learner" lists the qualities C-PP students develop in these programs that prepare them for lifelong success.

Curriculum identifies what students need to know (content and concepts) and what they need to be able to do (skills and processes). Standards-based curriculum incorporates the knowledge and skills students must learn as articulated in state standards. Corning-Painted Post teachers develop curriculum through collaborative team efforts to ensure all students have access to the same content at all grade levels. 

Scope and Sequence specifies the concepts, skills, and content that students need to understand and practice in order to attain the stated curriculum goals for each subject. Scope refers to the content and the Sequence establishes the order and timeline in which the concepts, skills and content are expected to be learned.

Instruction encompasses the strategies, approaches, and experiences used by teachers to engage students in learning the curriculum. Good instruction involves selecting instructional strategies based on their effectiveness in supporting a variety of modalities for student learning related to identified standards and creating a positive learning environment that will be most effective in helping students acquire, integrate, extend, refine and apply knowledge.

Assessment is very important for understanding each student's progress in learning the skills and concepts taught. Assessments align with the scope and sequence.  Common local assessments like NWEA and DIBELS are used to determine prior student learning and to make initial decisions related to the level of instruction, grouping and instructional strategies. To learn more about the District's comprehensive assessments, click here.

Professional Development allows C-PP Faculty to continually enhance their ability to address the learning needs of all students.  In order to do so, a  team of administrators, teachers, teaching assistants, a university professor, and a parent, was appointed by the Board of Education to review and revise the Professional Development Plan(PDP) in compliance with the revised section 100.2 of the Commissioner’s Regulations. The Team reviewed current literature, research, and best practices to produce a plan that builds upon the prior school district plan and the New York State Standards for Professional Development. Professional development activities will be regularly scheduled, ongoing, and consistent; they will be targeted and relevant to teacher practice and needs; grounded and contextualized within district and building goals and initiatives. The plan will include strategies for implementation that are job-embedded, context specific, results-driven, and sustainable over time. The plan will be reviewed annually by the Professional Development Steering Committee and adjusted as appropriate.

Data Analysis & Reporting helps schools understand if they are meeting the needs of all students and, if not, why not. In addition to achievement measures, C-PP looks at demographics, perception, student learning, and school process data to plan accordingly. Reporting is making public what we learn and the questions we have based our analysis on.  New York State Report Card

Supervision & Evaluation is designed for the ultimate purpose of improving student learning in relation to standards. Faculty are evaluated on professionalism, effective planning and teaching, positive learning climate and appropriate assessment practices. Supervision involves supporting teacher growth and professional development.

Policy is set by the Board of Education to guide all actions that take place within schools and the District.  To learn more, click here.

Communication is a two-way process of sharing information between community members, teachers, students and administrators, school staff and others. Thorough and on-going communication supports all of the relationships that matter to student learning. The C-PP District is committed to communicating with the public through the District Web site, eNews, print publications, press releases, social media tools and directly with the media (print/radio and TV) to provide updates to residents on important District announcements, developments, initiatives and achievements.To learn more, click here.

Resources such as space, equipment, materials and supplies are needed for effective instruction and learning.


More information:

The Board of Regents approved a new set of learning standards for New York students. The NYS Learning Standards represent the core of what all students should know, understand and be able to do as a result of their schooling.

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