CORE

1. Guaranteed & Viable Curriculum Understanding the why and the what within a Guaranteed and Viable Curriculum Intensive Supplemental CORE

2. Guaranteed & Viable Curriculum Objectives: Each viewer will: Know what is meant by guaranteed and viable curriculum. Understand what educational systems, attitudes, and practices support a guaranteed and viable curriculum. 3.Be able to articulate three ways to support the practices that are fundamental to a guaranteed and viable curriculum.

3. Instructional Decision Guaranteed & Viable Curriculum The instructional decision making process begins with all students having access to a guaranteed and viable curriculum provided by the school through CORE instruction. CORE

4. Guaranteed & Viable Curriculum Assessment data are gathered on a regular basis and each student’s response to instruction is evaluated.

5. Students with additional instructional needs are provided supplemental and CORE instruction. CORE Supplemental Those students with significant needs are provided intensive instruction in addition to the CORE instruction. CORE Intensive

6. Struggling Students AcceleratedStudents Working to Achieve High Expectations for ALL Students Grade Level Expectation

7. Performance is monitored and students flow from one cycle of instruction to another as indicated by data. ALL students receive instruction to address their unique learning needs. Intensive Supplemental CORE

8. When time and support are regarded as constants, LEARNING will be the variable.

9. In the instructional decision making process LEARNING is the constant. Time and support become the variables. The school learning community provides opportunities until essential learning occurs.

10. When a school has a guaranteed and viable curriculum, it means that the learning and skills considered essential are considered essential for ALL students, and the school is set up to ensure that essential learning occurs for ALL.

11. What has to be in place for districts to carry out this guarantee?

12. One Textbook Driven The entire learning community has a clear understanding of the concept of curriculum. Curriculum is the standards and benchmarks or learning determined to be essential for ALL students.

13. When educators embrace this concept of curriculum, instead of asking, “how can I cover all the material in this textbook?” the question becomes “What materials should I use and what instructional opportunities must I provide to ensure that ALLof my students reach the benchmarks set for the course or grade level that I teach?”

14. Two The curriculum (standards and benchmarks) for each grade level and course must be: • clearly written, • thoroughly communicated, • measurable, • rigorous enough to challenge each student, and • relevant.

15. Last, but not least, there must be ALIGNMENT.

16. Intended Implemented Attained Three Alignment Benchmarks Instruction Assessment

17. Three Alignment 3rd 10th K 1st 2nd 4th 5th 7th 8th 9th 11th 12th 6th

18. The curriculum must also be VIABLE. In a standards driven curriculum, “VIABILITY means ensuring that the articulated curriculum content for a given course or grade level can be adequately addressed in the TIME available.” What Works in Schools, 2003, p. 25

19. In the instructional decision making process, these three components work together and are synchronized. Guaranteed and Viable Curriculum Data-based Decision Making Assessment

20. In What Works in Schools, Robert Marzano writes. . . “synthesis of research data reveals that a guaranteed and viable curriculum is the school-level factor that has the most impact on student achievement yet it is probably the hardest to implement.”

21. Guaranteed & Viable Curriculum Whatever It Takes, Richard DuFour, Rebecca DuFour, Robert Eaker, Gayle Karhanek What Works in Schools, Translating Research into Action, Robert Marzano