CURRICULUM COMPACTING

1. CURRICULUM COMPACTING Portland Public Schools February/March 2009

2. Differentiating in Mixed-Ability Classrooms Grouping Options Tiered Lessons Curriculum Compacting Questioning Strategies and the use of Depth & Complexity

3. The Challenge • Students come at different readiness levels • Students learn at different rates • Students have different styles of learning • Students have varying interests • Students have a variety of needs

4. Meeting Needs of All Learners • How do you know the rate and level of your students? • How are you adjusting your instruction based on the information you receive about student rate and level of learning?

5. Word Association: Compact Visualize and Illustrate Think of associations for Compact

6. Today’s Objectives What is Curriculum Compacting? How? When? Who? Why use Curriculum Compacting? Resources

7. What is Curriculum Compacting?(Reis and Renzulli) Instructional strategy … streamlines the grade-level curriculum allows more time for challenging work Designed to make appropriate adjustments in rate or level for students in any area or grade-level. Not just for gifted learners. eliminates redundancy or work that may be too easy for any student

8. Curriculum Compacting CURRICULUM 1) What’s important? 2) What do students already know or are able to do? 3) What will they grasp at a faster rate? 4) What skill or task can be accomplished quickly?

9. Two Kinds of Curriculum Compacting Basic Skills Compacting Spelling, Math Facts, Language Arts Basic Skills Pre-testing or other quick pre-assessments are used to document proficiency. Content Compacting Social Studies, Science, Literature, Math Applications, and Problem-Solving Students may already know some material or may be able to read advanced material or master objectives more quickly. Pre and Formative assessment data may come from teacher observation, journal entries, writing assignments, Socratic Seminars…

10. Tiering Compacting • Teachers modify content/activities into 2-3 progressive levels of depth and complexity • Information, routine practice, and/or skills are eliminated from the curriculum that a student has already mastered • Alternative activities are provided

11. WHO? -Already meets or exceeds standard -Consistently finishes tasks quickly -Mistakes are careless in nature -Brings outside materials to class -Tests well (despite average or below class work) -Consistently performs high in an academic area -Asks questions that suggest advanced familiarity with the material -Expresses interest in pursuing alternate or advanced topics -Starko

12. WHEN should a teacher compact the curriculum? When pre and ongoing formative assessments indicate that a student (or several students) demonstrates proficiency in the skill or content which is the instructional focus.

13. But HOW? Steps to Compacting • Identify objectives • Find or develop pre-assessments • Identify students for compacting • Pre-Assess to determine mastery • Eliminate practice, drill or instruction • Streamline instruction as needed • Provide alternatives • Keep Records (get the student involved)

14. Compacting Curriculum Options Buying Back Time (Renzulli) • Most Difficult First (Winebrenner) • The Study Guide (Winebrenner)

15. MOST DIFFICULT FIRSTcan be an example of basic skills or content compacting Before giving an assignment, start by determining which items are the most difficult examples of the entire task. Offer the whole class the explanation and opportunity to try the most difficult first. Students who are successful in the completion of the most difficult and can demonstrate proficiency with this work are given time to explore the content in more depth.

16. THE STUDY GUIDE (Winebrenner) • Pre-assess all students on concepts • Qualified students gather information about a “related” topic of choice • They become “resident experts” and present a report or project

17. Mastery 90% or higher on the pre-assessment Compact out of the entire lesson or unit Partial Mastery 80% or higher on the pre-assessment Compact out of selected lessons or portions of the unit Example for Students to Compact

18. THE COMPACTOR (Renzulli) THE COMPACTOR (Renzulli) • Assess the area(s) of strength • Document mastery • Provide alternate activities for enrichment and/or acceleration • Set working conditions for alternate activities • Provide a personal study project agreement • Student keeps log of extension work-management

19. Student’s Name: ________________________________ Areas of Strength Documenting Mastery Alternate Activities

20. Skills Student’s Name: Annette _______________________________ Areas of Strength Documenting Mastery Alternate Activities Math- Addition Subtraction facts Score of 90 percent or higher on the pretest Will work with class on days they learn concepts she has not mastered Will work on alternate math enrichment activities on other days

21. Study Guide Student Names: Jose, Joanne, Sam, and Linda______________ Areas of Strength Documenting Mastery Alternate Activities Social Studies--- Colonial Living Unit High Interest Strong Readers---- Will read and pick up concepts quickly Students will read chapters 5 & 6 in text at own pace Do chapter exercises 3, 7, & 9 on pg 57 and 4 & 8 on pg 61 Take unit test when ready Students will select a topic of interest from a list of alternate activities related to an aspect of colonial living for an independent study

22. Skills Student’s Name: ____William____________________________ Areas of Strength Documenting Mastery Alternate Activities Will gather research for his own activity… Achieved an agreed upon level of mastery Map Skills

23. Skills Student Names: Sara, Jessica, John, Tom Areas of Strength Documenting Mastery Alternate Activities Spelling Skills K-5 Unit 5, Week 3

24. Tools for Compacting Curriculum Assessments (Pre, Ongoing, Formative, Summative) Menus of Challenging Activities Product Choices Chart “The Compactor” Working Agreements or Learning Contracts Daily Log Student Planning Guide

25. WHY? • Dramatically reduces redundancy and challenges students to new heights of excellence • Makes work particularly relevant for underachieving students • Unless students are consistently challenged, they will loose motivation to learn

26. If you want to know more … • Kingore, Bertie (2007) Reaching All Learners: Making Differentiation Work. Professional Associate Publishing. • •Reis, S.M. & Renzulli, J.S. (2005). Curriculum Compacting: An Easy Start to Differentiating for High-Potential Students. • Prufrock Press. • •Starko, A. J. (1986). It’s About Time. Creative Learning Press. • •Winebrenner, S. (2001) Teaching Gifted Kids in the Regular Classroom. Updated edition. Free Spirit Press.