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Defining & Aligning Local Curricula. Curriculum. Standards Student Achievement. Purpose and Outcome. R each a common understanding of the term local curricula. Examine the current state of local curricula. Our Assumptions:. - PowerPoint PPT Presentation
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Defining & AligningLocal Curricula
2
CurriculumStandards Student Achievement
Purpose and Outcome
•Reach a common understanding of the term local curricula.
•Examine the current state of local curricula
Our Assumptions:
Work targets student learning as highest priority Work is guided by a Professional Learning Community frameworkExpertise is shared and tapped within and outside of your teamThings aren’t always perfectThis is a safe space to be candid & honest
Norms
6
StateLevel
DistrictLevel
SchoolLevel
Institute Work
CurriculumStandards Student Achievement
JulyAug
SeptO
ct
Dec
Nov
Jan
Feb
Mar
Apr
ilM
ay
June
RESA
Session
Summer Institute
RESA
Sess
ion
RESASession
RESA
Session
RESA
Sess
ion
Form
ativ
eSu
ppor
t
FormativeSupport
Formative
Support
FormativeSupport Formative
Support
Formative
Support
AnnualProfessionalDevelopment
Cycle
8
StateLevel
DistrictLevel
SchoolLevel
Institute Work
CurriculumStandards Student Achievement
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Our level of depth for this topic is:Water Skiing Deep Diving
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Why do this work?
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The Charge for District Leaders:
The Challenge for Teachers :
WelcomeWho is in the Room?
School Level TeacherSchool Level AdministratorCentral Office Curriculum DeveloperCentral Office AdministratorSuperintendentOther
What is Curriculum?
Individually consider your personal definition of the term curriculum.
What words do you think of when you hear the term curriculum?
PerspectivesWhat goes on the list?
Curriculum is:
When educators are asked:“What curriculum do you teach?”
They often reply:“The Standard Course of Study”
This Answer is Partially Correct
Curriculum Is:What teachers teachWhat students learnWhat the district mandatesWhat DPI requiresWhat is expected by
ParentsCommunityHigher Education
• Curriculum– Identifies Critical Expectations
• Instruction– Defines Essential Outcomes– Presents Relevant Information– Develops Understanding
• Assessment– Reveals Students’ Achieved Skills
• Formative Assessment• Summative Assessment
Curriculum:three distinct components
• Written– Identifies Critical Expectations
• Taught– Defines Essential Outcomes– Presents Relevant Information– Develops Understanding
• Tested– Reveals Students’ Achieved Skills
• Formative Assessment• Summative Assessment
Curriculum:three distinct components
• DPI & District– Identifies Critical Expectations
• Teacher– Defines Essential Outcomes– Presents Relevant Information– Develops Understanding
• Student– Reveals Students’ Achieved Skills
• Formative Assessment• Summative Assessment
Curriculum:Is a shared responsibility
Curriculum
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Standards Student Achievement
State Level Local Level School Level
Common Core&
Essential StandardsLocal Curricula
Instruction&
Assessment
NCDPI District Teachers
What gear would you need?
Curriculum
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Standards Student Achievement
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Components of Local Curricula
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• Learning Targets• Instructional Sequence• Recommended Delivery
Practices• Assessment Guidance• Professional Development• Policies & Regulations
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Curriculum
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Standards Student Achievement
State Level Local Level School Level
NCDPI District Teachers
Instruction&
Assessment
Common Core&
Essential StandardsLocal Curricula
Importance of Alignment
• Alignment is an even stronger predictor of student achievement on standardized tests than are socioeconomic status, gender, race, and teacher effect.
(Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989)
Break
• Stopwatch• 15 minutes
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Importance of Alignment
• Alignment is an even stronger predictor of student achievement on standardized tests than are socioeconomic status, gender, race, and teacher effect.
(Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989)
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Content
Cognitive
Context
Types of Alignment
“Does the teacher teach and test the topics listed in the
curriculum?”
Content
• Canine • Bread • Spoon • Tree • House• Flower • Death • Cloud • Basket • Magazine
Instruction
Card
Instruction
Card
InstructionCard
10Words
Put all word lists back in the envelope
Hold on to your colored card
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Let’s Take a Test
Please work independently
How Did You Do?
Why Were Some More Successful Than Others?
Different Kinds of Thinking
Count the vowels in these words
Memorize these words
Rate each word on its pleasantness1 = low3 = high
“Do the students get to work and think at the level the curriculum
prescribes?”
Cognitive Type
The Knowledge Dimension
The Cognitive Process Dimension
1.Remember
2.Understand
3.Apply
4.Analyze
5.Evaluate
6.Create
A.Factual
B.Conceptual
C.Procedural
D.Meta- Cognitive
The Revised Bloom’s Taxonomy
A1B2
C3D4
“Are the parameters of the assessment reasonably similar to
the parameters of the instruction?”
Context
http://www.rachaelrayshow.com/food/recipes/waffle-brownies/
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That’s a lot to think about!
• Content• Cognitive Type• Context
Where Should We Begin?
Planning for Implementation
• Organize Existing Resources• Aligning Resources to New Standards • Determine Gaps• Develop Resources Where Needed• Frame Professional Development• Address Policies and Practices
Professional Learning Communities
PLC Rubric
Robert Add Screen Shot Here
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What is it we expect them to learn?
How will we know when they have learned it?
How will we respond when they don’t learn it?
How will we respond when they already know it?
If we believe all students can learn…
What is it we expect them to learn?
How will we know when they have learned it?
How will we respond when they don’t learn it?
How will we respond when they already know it?
Thinking System Level
What is it we expect students to learn?
What policies and practices, regarding curriculum development, exist in your district?
What resources are provided to give teachers in the district a common understanding of curricular expectations?
Scope & Sequence ChartsPacing GuidesAlignment Documents/Curriculum MapsProfessional Development
How do teachers in your district know about these things?
How will we know when they have learned it?
What policies and practices, regarding assessment, exist in your district?
What resources are provided to give teachers in the district a common set of tools for assessing student learning?
Diagnostic AssessmentFormative AssessmentAchievement BenchmarksContent RubricsStudent Task Scoring Guides
How do teachers in your district know about these things?
How will we respond when they don’t learn it?
What policies and practices, regarding student support and intervention, exist in your district?
What resources are provided to give teachers in the district a common set of tools for addressing achievement gaps
Instructional ResourcesInstructional StrategiesProfessional Development
How do teachers in your district know about these things?
How will we respond when they already know it?
What policies and practices, regarding student support and enrichment, exist in your district?
What resources are provided to give teachers in the district a common set of tools for addressing higher order thinking skills
Instructional ResourcesInstructional StrategiesProfessional Development
How do teachers in your district know about these things?
Group Discussion and Reflection
At your tableCount off 1-4Get together by number
Each pair/trio:Take one colored cardAnswer the questions on your card Discuss and record (be prepared to share back with your table)
Return to whole table discussionShare your resultsIdentify the most urgent issue that emerges at your table (what do we need to work on REALLY soon)
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Thinking System Level
Critical Questions Page 1
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Answering the Call for Change: Education Today and Tomorrow
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http://www.youtube.com/watch?v=Fnh9q_cQcUE&feature=email
How did we do?
What was helpful?What else do you
need to know?
