Curriculum Alignment: Connecting the Curriculum, Instruction, and Student Learning

1. Curriculum Alignment:Connecting the Curriculum, Instruction, and Student Learning District Leadership Support Team December 16, 2013 Gareis & Grant  2013. Used with permission.

2. Guiding Question How can we work with teachers and educational leaders at the classroom level to ensure alignment among the curriculum, instruction, and student learning?

3. Curriculum Alignment C = I = a ≥ A a C I A C = I = A

4. Curriculum Alignment Virginia SOLs School District Curriculum Teacher-developed Objectives “A” SOL Assessments Division Benchmarks Classroom Assessments “a”

5. It’s All about Alignment C = I = A  C = I I = A A = C

6. Introduction to the Process for Creating Teacher-Made Assessments Aligned to the Curriculum • Identify the intended learning outcomes for a unit of instruction. • Unpack the ILOs. • Map the ILOs onto a “table of specifications.” • Use the table of specifications to guide the construction/revision of one or more assessments. • Use the table of specifications to analyze student learning.

7. Definition: Curriculum A set of intended learning outcomes for student learning.

8. One Source of Intended Learning Outcomes:VA SOLs Civics & Economics (Standard 2) The student will demonstrate knowledge of the foundations of American constitutional government by: • explaining the fundamental principles of consent of the governed, limited government, rule of law, democracy, and representative government. • explaining the significance of the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, the Virginia Statute for Religious Freedom, and the Constitution of the United States, including the Bill of Rights. • identifying the purposes for the Constitution of the United States as stated in its Preamble. • identifying the procedures for amending the Constitution of Virginia and the Constitution of the United States.

9. Sources of Intended Learning Outcomes (i.e., “Objectives”) for Instructional Units What gets taught

14. Unit 1: “The Historical Roots and Principles of Our Governmental System” The student will: • Explain the fundamental principles of consent of the governed, limited government, rule of law, democracy and representative government. • Examine and interpret primary and secondary source documents. (CE.1a) • Outline the historical roots of the principles the U. S. governmental system. • Explain the significance of the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, the Virginia Statute for Religious Freedom, and the Constitution of the United States, including the Bill of Rights. • Examine and interpret primary and secondary source documents. (CE1.a) • Identify the purposes for the Constitution of the United States as stated in its Preamble. • Interpret and analyze primary source documents. (CE1.a) • Recall the Preamble to the Constitution and explain its meaning. • Identify the procedures for amending the Constitution of Virginia and the Constitution of the United States. • Examine and interpret primary and secondary source documents. (CE1.a) • Distinguish between relevant and irrelevant information. (CE1.d) • Review information for accuracy, separating fact from opinion. (CE.1e) • Demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life (CE.4a-g) • Explain (with historical evidence) and infer that the U. S. government is a constitutional democracy. • Critical Question • Do these ILOs align with the: • School Division Curriculum Guide? • Virginia Standards of Learning Curriculum Framework?

15. Introduction to the Process for Creating Teacher-Made Assessments with Greater Validity (and Reliability) • Identify the intended learning outcomes for a unit of instruction. • Unpack the ILOs. • Map the ILOs onto a “table of specifications.” • Use the table of specifications to guide the construction/revision of one or more assessments. • Use the table of specifications to analyze student learning.

16. Unpacking Intended Learning Outcomes

17. Unpacking Intended Learning Outcomes The student will identify the characteristics that distinguish literary forms, including fiction, nonfiction, poetry, and drama.

18. How are these ILOs different, and what is important about the difference? • The student will list the elements of narrative structure. • The student will describe the elements of narrative structure. • The student will determine the elements of narrative structure.

19. Bloom’s Taxonomy of Cognitive Behaviors Higher-order thinking Lower-order thinking

20. Bloom’s Taxonomy Verbs

21. Identifying the Cognitive Level of ILOs Knowledge The student will identify the characteristics that distinguish literary forms, including fiction, nonfiction, poetry, and drama.

22. Unpacking Intended Learning Outcomes • The student will identify the narrator of a short story. • The student will find the surface area of a rectangular prism. • The student will list the qualifications necessary to vote in Virginia and describe the process for registering to vote in Virginia. • The student will create a diagram that demonstrates the steps in the cell cycle, including the phases of mitosis.

23. Unpacking Intended Learning Outcomes CO • The student will identify the narrator of a short story. • The student will find the surface area of a rectangular prism. • The student will list the qualifications necessary to vote in Virginia and describe the process for registering to vote in Virginia. • The student will create a diagram that demonstrates the steps in the cell cycle, including the phases of mitosis. AP KN CO CO

24. Unpacking Intended Learning Outcomes • The student will write a persuasive essay on a school-wide issue. • The student will verify the properties of circles. • By reviewing slogans in post-World War II America, the student will describe changes in economic opportunities for women. • Investigate, discuss, and debate current issues related to legal, ethical, and responsible use of various types of technology and information.

25. Unpacking Intended Learning Outcomes EV • The student will write a persuasive essay on a school-wide issue. • The student will verify the properties of circles. • By reviewing slogans in post-World War II America, the student will describe changes in economic opportunities for women. • Investigate, discuss, and debate current issues related to legal, ethical, and responsible use of various types of technology and information. AP AN CO EV AN CO

26. Introduction to the Process for Creating Teacher-Made Assessments with Greater Validity (and Reliability) • Identify the intended learning outcomes for a unit of instruction. • Unpack the ILOs. • Map the ILOs onto a “table of specifications.” • Use the table of specifications to guide the construction/revision of one or more assessments. • Use the table of specifications to analyze student learning.

27. Table of Specifications A blueprintfor what should be included (and should notbe included) on an assessment

30. Steps to Create aTable of Specifications Step #1 – Unpack intended learning outcomes for… • Content • Cognitive level Step #2 – Plot the intersection between the content and level of cognitive demand for each learning objective on a matrix Step #3 – If helpful, indicate the relative emphasis of each intersection on the chart

31. ILOs for Grade 5 Mathematics Unit“Creating and Using Line Graphs and Stem-&-Leaf Plots” (SOL 5.15) The student, given a problem situation, will collect, organize, and interpret data in a variety of forms using stem-and-leaf plots and line graphs. The student will: • Formulate the question that will guide the data collection. • Collect data, using observations (e.g., weather), measurement (e.g., shoe sizes), or surveys (e.g., hours watching television). • Organize the data into a chart and/or a table. • Construct line graphs, labeling the vertical axis with equal whole number, decimal, or fractional increments and the horizontal axis with continuous data commonly related to time (e.g., hours, days, months, years, and age). Title the graph. • Construct a stem-and-leaf plot to organize and display data, where the stem is listed in ascending order and the leaves are in ascending order, with or without commas between leaves. Title the plot. • Interpret the data in writing, using mathematical reasoning in order to draw conclusions or make predictions relevant to the guiding question.

32. ILOs for Grade 5 Mathematics Unit“Creating and Using Line Graphs and Stem-&-Leaf Plots” (SOL 5.15) The student, given a problem situation, will collect, organize, and interpret data in a variety of forms using stem-and-leaf plots and line graphs. The student will: • Formulate the question that will guide the data collection. • Collect data, using observations (e.g., weather), measurement (e.g., shoe sizes), or surveys(e.g., hours watching television). • Organize the data into a chart and/or a table. • Construct line graphs, labeling the vertical axiswith equal whole number, decimal, or fractional increments and the horizontal axis with continuous data commonly related to time (e.g., hours, days, months, years, and age). Title the graph. • Construct a stem-and-leaf plot to organize and display data, where the stem is listed in ascending order and the leaves are in ascending order, with or without commas between leaves. Title the plot. • Interpret the data in writing, using mathematical reasoning in order to draw conclusions or make predictions relevant to the guiding question. SY AP AP CO CO AP CO AP CO CO SY AN SY

33.  Formulate  Collect Use  Organize  Label/Title  Construct  Title  Construct  Reason Conclude/Predict  Write  Interpret

34. 6th Grade Unit: “Resource Use and Conservation” (Science SOL 6.9) Science SOL 6.9 Overview The strand focuses on student understanding of the role of resources in the natural world and how people can utilize those resources in a sustainable way. An important idea represented in this strand is the importance of managing resources. This begins with basic ideas of conservation and proceeds to more abstract consideration of costs and benefits. The topics developed include conservation of materials, soil and plants as resources, energy use, water, Virginia’s resources, and how public policy impacts the environment.

35. ILOs for the “Resource Use and Conservation” Unit (Science 6.9) The student will: • Differentiate between renewable and nonrenewable resources. • Describe the role of local and state conservation professionals in managing natural resources. These include wildlife protection; forestry and waste management; and air, water, and soil conservation • Analyze reports, media articles, and other narrative materials related to waste management and resource use to determine various perspectives concerning the costs/benefits in real-life situations • Analyze how renewable and nonrenewable resources are used and managed within the home, school, and community • Analyze resource-use options in everyday activities and determine how personal choices have costs and benefits related to the generation of waste. • Evaluate the impact of resource use, waste management, and pollution prevention in the school and home environment

37. Unpacking Intended Learning Outcomes Benefits Challenges Time involved in unpacking the curriculum Gaining consensus on the cognitive level of the intended learning outcomes • In-depth understanding of the Standards of Learning • Greater horizontal articulation of the curriculum when teams unpack together • A focus on the cognitive level, not just the content • Discussion gravitates toward instruction

38. What would you expect to see on a test that assesses these ILOs?

39. Introduction to the Process for Creating Teacher-Made Assessments Aligned to the Curriculum • Identify the intended learning outcomes for a unit of instruction. • Unpack the ILOs. • Map the ILOs onto a “table of specifications.” • Use the table of specifications to guide the construction/revision of one or more assessments. • Use the table of specifications to analyze student learning.

40. “Resource Use and Conservation” Unit TestQuestion #1 Which of these is a nonrenewable resource? • fossil fuels • sunlight • trees • wind What content does this item assess and at what cognitive level?

41. 1

42. “Resource Use and Conservation” Unit TestQuestion #9 What content does this item assess and at what cognitive level?

43. 1 9

44. “Resource Use and Conservation” Unit TestQuestion #14 What content does this item assess and at what cognitive level?

45. 1 9 14

46. How VALID is this test?

47. Is this a more valid test?

48. Using a TOS as a “unit assessment plan” MC Test MC Test MC Test MC Test MC Test MC Test MC Test MC Test MC Test MC Test MC Test Personal Resource Use Project MC Test

49. 3 Practical Usesof a Table of Specifications There is a fourth practical use of a table of specifications, which connects “C” and “A.” Critique and improve an assessment Create an assessment Create a unit assessment plan Analyze student learning

50. Sample Unit Test Results:Item Analysis • 95% • 95% • 85% • 95% • 75% • 75% • 85% • 90% • 100% • 80% • 85% • 100% • 85% • 90% • 85% • 80% • 80% • 50% • 45% • 85% • 100% • 80% • 90% • 20% • 50% Average Score: 84% Based on this item analysis, what can we infer about student learning?