Defining & Aligning Local Curricula

1. Defining & Aligning Local Curricula

2. Curriculum Standards Student Achievement

3. Purpose and Outcome Work together to reach a common understanding of what is meant by the term local curricula. Use tools to reflect on the current state of your local curricula

4. Our Assumptions: You work HARD to do what’s best for students Your work is guided by a PLC framework Student learning is your highest priority You share your expertise within and outside of your team Things aren’t always perfect This is a safe space to be candid & honest

5. Curriculum Standards Student Achievement School Level District Level State Level Institute Work

6. Summer Institute Formative Support Formative Support July June Aug RESA Session RESA Session May Sept Annual Professional Development Cycle Formative Support April Oct Formative Support Nov Mar RESA Session RESA Session Feb Dec Jan Formative Support Formative Support RESA Session

7. Curriculum Standards Student Achievement School Level District Level State Level Institute Work

8. Deep Diving Our level of depth for this topic is: Water Skiing

9. Why do this work?

10. District Leaders are Expected to:

11. Teachers Are Expected To:

12. WelcomeWho is in the Room? School Level Teacher School Level Administrator Central Office Curriculum Developer Central Office Administrator Superintendent Other

13. Individually consider your personal definition of the term curriculum What words do you think of when you hear the term curriculum? What is Curriculum?

14. Do the group’s ideas about curriculum match? • How are they alike? • How are they different? • If this group has differing notions about curriculum, what are the implications? Do we all agree?

15. Curriculum is:

16. When NC teachers are asked: “What curriculum do you teach?” They most often reply: “The North Carolina Standard Course of Study” This Answer is Only Partially Correct

17. Curriculum Is: What teachers teach What students learn What the district mandates What DPI requires What is expected by Parents Community Higher Education

18. Curriculum: three distinct components • Curriculum • Identifies Critical Expectations • Instruction • Defines Essential Outcomes • Presents Relevant Information • Develops Understanding • Assessment • Reveals Students’ Achieved Skills • Formative Assessment • Summative Assessment

19. 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

20. Curriculum: Is a shared responsibility • DPI & District • Identifies Critical Expectations • Teacher • Defines Essential Outcomes • Presents Relevant Information • Develops Understanding • Student • Reveals Students’ Achieved Skills • Formative Assessment • Summative Assessment

21. Curriculum Standards Student Achievement State Level Local Level School Level District Teachers NCDPI Common Core & Essential Standards Instruction & Assessment Local Curricula

22. What gear would you need?

24. Curriculum Standards Student Achievement

26. Learning Targets • Instructional Sequence • Recommended Delivery Practices • Assessment Guidance • Professional Development • Policies & Regulations Components of Local Curricula

27. Curriculum Standards Student Achievement State Level Local Level School Level District Teachers NCDPI Common Core & Essential Standards Instruction & Assessment Local Curricula

28. 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)

29. Types of Alignment Content Cognitive Context

30. Content “Does the teacher teach and test the topics listed in the curriculum?”

31. Content Alignment

32. These 10 Words • Canine • Bread • Spoon • Tree • House • Flower • Death • Cloud • Basket • Magazine Instruction Card Instruction Card Instruction Card

33. Lets Take a Test Please work independently

34. How Did You Do? Why Were Some More Successful Than Others?

35. Different Kinds of Thinking Rate each word on its pleasantness 1 = low 3 = high Count the vowels in these words Memorize these words

36. Cognitive Type “Do the students get to work and think at the level the curriculum prescribes?”

37. The Revised Bloom’s Taxonomy A1 B2 C3 D4

38. Context “Are the parameters of the assessment reasonably similar to the parameters of the instruction?”

41. That’s a lot to think about! • Content • Cognitive Type • Context Where Should We Begin?

42. Professional Learning Communities

43. Professional Learning Communities can create theLocal Curriculumto Clarify District Expectations

44. 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 Charts Pacing Guides Alignment Documents/Curriculum Maps Professional Development

45. 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 Assessment Formative Assessment Achievement Benchmarks Content Rubrics Student Task Scoring Guides

46. 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 Resources Instructional Strategies Professional Development

47. 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 Resources Instructional Strategies Professional Development

48. Planning the Process • Organize Existing Resources • Aligning Resources to New Standards • Determine Gaps • Develop Resources Where Needed • Frame Professional Development • Address Policies and Practices