Defining & Aligning Local Curricula

1. Defining & Aligning Local Curricula

2. Curriculum Standards Student Achievement

3. Purpose and Outcome Reach a common understanding of the term local curricula. Examine the current state of local curricula

4. Our Assumptions: Work targets student learning as highest priority Work is guided by a Professional Learning Community framework Expertise is shared and tapped within and outside of your team Things aren’t always perfect This is a safe space to be candid & honest

5. Norms

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

7. 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

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

9. Deep Diving Our level of depth for this topic is: Water Skiing www.wpclipart.com www.wpclipart.com

10. Why do this work?

11. The Charge for District Leaders:

12. The Challenge for Teachers :

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

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

15. What goes on the list? Perspectives

16. Curriculum is:

17. When educators are asked: “What curriculum do you teach?” They often reply: “The Standard Course of Study” This Answer is Partially Correct

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

19. 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

20. 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

21. 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

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

23. What gear would you need?

25. Curriculum Standards Student Achievement

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

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

30. 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)

31. Break • Stopwatch • 15 minutes

32. 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)

33. Types of Alignment Content Cognitive Context

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

35. 10 Words • Canine • Bread • Spoon • Tree • House • Flower • Death • Cloud • Basket • Magazine Instruction Card Instruction Card Instruction Card

36. Put all word lists back in the envelope Hold on to your colored card

37. Let’s Take a Test Please work independently

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

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

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

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

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

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

46. Planning for Implementation • Organize Existing Resources • Aligning Resources to New Standards • Determine Gaps • Develop Resources Where Needed • Frame Professional Development • Address Policies and Practices

47. Professional Learning Communities

48. PLC Rubric Robert Add Screen Shot Here

49. 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?

50. Thinking System Level 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?