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Curriculum Implementation An Overview

Curriculum Implementation An Overview. December 2004. Grade-Level Expectations. Developed by committees of educators Released in February, 2004 Distributed to all schools in various formats. Model Curriculum Framework (MCF). GLE-based, organizational units

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Curriculum Implementation An Overview

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  1. Curriculum ImplementationAn Overview December 2004

  2. Grade-Level Expectations • Developed by committees of educators • Released in February, 2004 • Distributed to all schools in various formats

  3. Model Curriculum Framework(MCF) • GLE-based, organizational units • One way to align instruction with standards, benchmarks, and grade-level expectations • Not a comprehensive curriculum • Each GLE addressed at least ONCE in each grade level and content area

  4. MCF – Intended Uses • Dependent upon district option chosen for developing a GLE-based curriculum

  5. Option I Develop a GLE-based curriculumusing the Model Curriculum Framework as a guide

  6. MCF – Option I Uses • Identify required components for districts’ curricula • Serve as the basis for evaluation criteria for locally-developed curricula • Provide samples of activities to indicate the type of classroom instruction desired

  7. Option II Expand the Model Curriculum Framework into a comprehensive guide based on local needs

  8. MCF – Option II Uses • Provide districts with a outline for a curriculum • Districts expand the framework into a comprehensive curriculum by • Modifying/adding activities • Identifying everything to be taught at each grade level • Providing a sequential order for activities

  9. Option III Prepare for implementation ofthe state’s comprehensive curriculum

  10. MCF – Option III Uses • Help districts identify resource gaps • Do textbooks adequately address GLEs? • Is equipment available to use in activities? • Where/how can resources for gaps be secured? • Provide sample activities to try

  11. Comprehensive Curriculum • Same structure as Model Curriculum Framework • More student-centered activities based on GLEs • More examples of assessments • What is to be taught at each grade level • Activities are not lesson plans • Will replace Model Curriculum Framework • Release date – April 1, 2005

  12. Comprehensive Curriculum • Instructions to Writers • Write the activities of each unit as writer would teach them and in sequential order. • Make sure that all content of the unit is addressed. • Allow adequate time for mastery of content.

  13. Comprehensive Curriculum • Important Changes • GLEs addressed enough times to allow for mastery. • When possible, GLEs addressed in last six week time period are also addressed in earlier units. • Minimal reordering of units has been made to address as many GLEs as possible prior to state tests.

  14. Comprehensive Curriculum • Assessment Sections • Focus on classroom assessment activities • At least 3 examples of assessments appropriate for unit content • At least 3 examples of activity-specific assessments

  15. Comprehensive Curriculum • The following courses will be added • Science – Earth Science, Physics • Math – Algebra II, Advanced Math I, Advanced Math II, Financial Math • ELA – Business English

  16. Comprehensive Curriculum Examples of ways to use textbooks as a resource for developing lesson plans • locate introductory information • identify reading material • provide practice/homework for students

  17. Comprehensive Curriculum Districts may decide to • Reorder units • Caution: Reordering may affect coverage of GLEs prior to state testing • Replace activities with equivalent activities.

  18. Comprehensive Curriculum Content Instruction Assessment

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