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Adapting Prescriptive Curriculum for All Learners

Adapting Prescriptive Curriculum for All Learners. Dr. Melanie Caughey University of Louisiana at Lafayette 26 February 2019. Funded by Jacob K. Javits Grant, U.S. Department of Education PR/Award #S206A140034.

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Adapting Prescriptive Curriculum for All Learners

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  1. Adapting Prescriptive Curriculum for All Learners Dr. Melanie Caughey University of Louisiana at Lafayette 26 February 2019 Funded by Jacob K. Javits Grant, U.S. Department of Education PR/Award #S206A140034 FUNDED BY JACOB K. JAVITS GRANT, U.S. DEPARTMENT OF EDUCATION PR/Award #S206A140034 FUNDED BY JACOB K. JAVITS GRANT, U.S. DEPARTMENT OF EDUCATION PR/Award #S206A140034 FUNDED BY JACOB K. JAVITS GRANT, U.S. DEPARTMENT OF EDUCATION PR/Award #S206A140034 FUNDED BY JACOB K. JAVITS GRANT, U.S. DEPARTMENT OF EDUCATION PR/Award #S206A140034

  2. Background

  3. Fidelity of Implementation (FOI) • How well the delivery of an intervention follows a program model as it was intended by the developers • Reported as degrees (high, moderate, low) • High fidelity means less chance of incorrect inferences

  4. Dimensions and Types of FOI Dimensions Types Structural Process • Exposure • Quality of delivery • Participant responsiveness • Program differentiation • Adherence

  5. Updated (Century et al., 2010)

  6. Research Question • Why do teachers adapt research-based curriculum? • How are teachers adapting the research-based curriculum? • How are their adaptations related to factors that have been identified in prior literature as affecting fidelity of implementation?

  7. Findings

  8. Why Adapt?

  9. Why Adapt?

  10. Why Adapt?

  11. How Do We Adapt?

  12. How Do We Adapt?

  13. How Do We Adapt?

  14. How Can We Make Good Adaptations?

  15. Questions to Ask • What are the design principles/key concepts of the curriculum? • CLEAR Curriculum • Differentiated instruction • Depth & complexity • Schoolwide Enrichment • Literary focus • Promoting PLACE—place-based readings & writing assignments • Guidebooks—Louisiana standards

  16. Questions to Ask • What are acceptable ways to modify these design principles? • Should be clearly written out

  17. Questions to Ask • Is the adaptation respectful of the students’ needs?

  18. Questions to Ask • Is the adaptation respectful of the students’ needs?

  19. Questions to Ask • Is the adaptation respectful of the students’ learning needs?

  20. Adaptation • Teachers are going to adapt curriculum by making additions, subtractions, and delivery adjustments • Teachers had multiple reasons for adapting the curriculum but time was a pervasive factor

  21. Alignment with State Standards • Writing modifications attributed to changes in state testing requirements • Importance of standards like writing may impede or enhance the FOI of curriculum implementation • This does not mean it will increase the students’ test scores or enhance their learning in any way

  22. Benefits of Teaching Up • When advanced curriculum was implemented in the general education classroom and is aligned with state tests, teachers feel that the curriculum has the potential to help ALL students succeed • Only reported challenge was when students were more than two grade levels below in reading, which is when teachers made positive changes by adding more scaffolding

  23. Recommendations

  24. Before We Commit… • Connect comprehensive data on teachers’ fidelity to student outcomes • Positive modifications more important than strict adherence • Consider further study of the relationship between resources, training, and fidelity • What is the intention? • How to avoid negative modifications

  25. Questions?Thank you! melanie.caughey@louisiana.edu

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