Transcript Curriculum and Alignment - PREK

Arizona Department of Education
School Improvement and Intervention
Curriculum is:
Curriculum is not:
The written plan for what teachers will teach and
what students will learn based on clearly defined
standards.
Specifically the curriculum:
makes the explicit instructional objectives for
each subject area in each grade level and course.
can be effectively taught in the instructional time
available.
Marzano, R. (2003). What Works in Schools.
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Highest leverage factor for improving student
achievement yet one of the most significant
challenges facing schools
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Guaranteed - Opportunity to Learn
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Viable – Time
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What are students expected to know?
Is what students are expected to know taught?
Is the curriculum accessible to all learners?
To what extent?
◦ How much instructional time is available?
◦ Is time allocated to ensure “big ideas” are well addressed?
◦ To what extent is time protected and utilized?
Marzano, R. (2003). What Works in Schools.
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The degree to which the components of an
education system, such as standards,
curriculum, assessments and instruction,
work together to achieve desired goals.
Guiding Question:
◦ Do standards and assessments address the same
content taught in the classroom?
Instruction
Curriculum
STANDARDS
Assessment
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Ensuring that curricular objectives,
instruction, and assessment (whether local
or high-stakes) are matched across each
grade level, throughout your system.
Develop common expectations for third
grade reading or an Algebra 1 Course.
What we teach?
When we teach it?
How we know if students are learning it?
Ensuring that curriculum objectives are
specific and build one upon another,
that prerequisites are mastered, gaps
are eliminated, and there is an
increasing sophistication and rigor in
concepts, processes, and skills
across the grades.
Vertical alignment culminates in a
common goal met for all students after
successful completion of a program.
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Align student expectations across grades
Align assessments across grades
Find and fill gaps
Clarify and minimize overlaps
Increase expectations with regard to
rigor and sophistication year to year
Build upon prerequisite skills
Build common vocabulary
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Updated standards for Mathematics and English
Language Arts adopted by Arizona State Board of
Education Summer 2010
Full Implementation in 2013-2014
(Kinder implementation in 2011-2012)
AIMS assessment in spring 2011 on the current
standards (Reading 2003 and Mathematics 2008)
Common assessments 2014-2015
ELA Grades 6-12 includes Reading and Writing
Standards for Literacy in History/Social Studies,
Science, and Technical Subjects
AIMS will continue to assess the current
Arizona Academic Standards through 2014
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Blueprint will remain the same
Multiple choice (MC) questions will continue
Writing extended response will continue using holistic rubric
Field testing of new MC items will continue in 2011 and 2012
The Common Core Crosswalk with Arizona Academic Standards
will assist in determining where classroom instruction will need
to address both standards.
Field testing for PARCC will be in 2012-2013 and 2013-2014
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Length of the school day
Number of school days
School day schedule - amount of time
allocated for instruction, intervention and
non-academic activities
Increasing student engagement
Afterschool and summer programs
Protecting instructional time from
interruption
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AZ Standards & Rubric
http://www.ade.az.gov/schooleffectiveness/STDSRUBRIC.pdf
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2.1 Have we developed an explicit, written
curriculum that is aligned with Arizona Academic
Standards?
◦ Are the content areas of the scope and sequence aligned
and coded using the Arizona Academic Standards at the
concept and performance objective levels? (level 3)
◦ Are performance objectives in the scope and sequence
broken down to include one clearly defined and measurable
cognitive task each and a reporting system is in place?
(level 3)
◦ Does your curriculum provide a written plan for what
teachers will teach and what students will learn based on
clearly defined standards?
◦ Does the scope and sequence demonstrate
purposeful spiraling of content and skills
throughout grade levels for content areas? (2.1 E.
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level 3)
Does your curriculum provide a horizontally & vertically
aligned written plan for what teachers will teach and
what students will learn based on clearly defined
standards?
What evidence do you have?
Curriculum Maps & Pacing Guides
Two sided document
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Complete individually then share with school
group:
What is our level for 2.1 A – E ?
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What evidence do we have for each rating?
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3.
Page 31 & page 32
Data sources & evidence page 4
What are our action steps to improve?
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2.6 To support teachers’ instructional
planning, does our curriculum align Arizona
Academic Standards, instruction, practice,
formative assessment, summative
assessment, review/reteaching and
appropriate interventions to promote student
achievement?
◦ Does the curriculum provide explicit instructional
activities that are aligned to instructional objectives
and the Arizona Academic Standards? (2.6 A: level 3)
◦ Does the curriculum provide teachers with
formative assessment to determine correct level
of difficulty for individual or group instruction?
(2.6 C: level 3)
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What evidence do you have?
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Definition for Common Formative Assessment
(CFA) – “An assessment typically created collaboratively by a team
of teachers responsible for the same grade level or
course. Common formative assessments are frequently
administered throughout the year to identify (1) individual students
who need additional time and support for learning, (2) the teaching
strategies most effective in helping students acquire the intended
knowledge and skills, (3) program concerns – areas in which
students generally are having difficulty achieving the intended
standard – and (4) improvement goals for individual teachers and
the team.” – Learning by Doing, p 214
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Evidence Example:
◦ CFA for R08-S3C2-03 Functional Text
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Use the data to inform instruction
“I don’t know why my headache isn’t going away.
I bought some pain reliever.”
- Did you use it?
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Curriculum needs to support intervention
◦ materials / resources for each tier in the RTI system
◦ skills sequencing / pacing of re-teaching
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Evidence Example
◦ Data Meeting minutes outline
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Pacing for PO’s
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Common Formative Assessments (CFA)
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Data Meetings (PLC)
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Intervention
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Benchmarks
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Evidence Example:
◦ Instruction & Assessment Calendar
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Complete individually then share with school
group:
Does our curriculum support a level 3 rating
for A – D ?
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Page 36
2.
What are we missing?
3.
What are our action steps to improve?
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Place a + next to the indicators you have evidence
that your curriculum fully provides or supports
Place a - next to those indicators that need to be
more fully addressed in your curriculum
2.1 - 2.10
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Currently on page 5
B
“Use of guaranteed and viable curriculum that
is aligned to the current Arizona Academic
Standards.”
“Policy and/or procedures to review and
evaluate standards-based core/supplemental
programs are in place.”
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Section B, 2.a, 2.b, 2.c, 2.f
“LEA has a written curriculum with essential standards that is aligned to
Arizona Academic Standards for each grade level. LEA has a process for
monitoring implementation at the school level. LEA provides teachers with a
complete set of pacing guides.”
“Policies and procedures are in place to review and evaluate most or all
curricular areas addressing alignment to standards and both core and
supplemental and ensure instructional resources are current/up-to-date, and
sufficient in quantity.”
“The LEA has a documented, clearly defined and communicated
framework for a comprehensive and balanced assessment system
including classroom (daily, weekly/monthly, unit), interim/benchmark
(screening and quarterly), and statewide (annual) assessments being
used and how the results help to make programmatic and instructional
decisions.”
“A framework defining effective instruction (based on current and best
practice), aligned with curriculum and assessment, is developed and
communicated to all stakeholders.”
Strategy 6:
Use data to identify and implement an instructional program that is researchbased and vertically aligned from one grade to the next as well as aligned
with Arizona’s academic standards.
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Strategy 7:
Promote the continuous use of student data (such as formative, interim, and
summative assessments) in order to inform and differentiate instruction to
meet the academic needs of individual students.
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Strategy 12:
Implement a school wide “Response to Intervention” model.
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B Look at this indicator as part of comprehensive curriculum: “A
comprehensive/balanced assessment system is in place including screening,
formative, progress monitoring, and summative assessments”
C.2 Based on the conclusions and root causes in C1, identify the student,
school and system strengths and needs.
C.4 Align the needs and barriers (C.2) and action steps (C.3) with the
required strategies of the chosen intervention model.
E.3 Describe the LEA/ charter holder’s plan for monitoring progress of
student achievement and the implementation of the chosen intervention
model.
K Pre-implementation- Instructional Programs and Curriculum Alignment
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How can we assist?