Defining & Aligning Local Curricula

Defining & AligningLocal Curricula

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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

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StateLevel

DistrictLevel

SchoolLevel

Institute Work

CurriculumStandards Student Achievement

JulyAug

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ct

Dec

Nov

Jan

Feb

Mar

Apr

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ay

June

RESA

Session

Summer Institute

RESA

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FormativeSupport

Formative

Support

FormativeSupport Formative

Support

Formative

Support

AnnualProfessionalDevelopment

Cycle

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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

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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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How did we do?

What was helpful?What else do you

need to know?