Transcript 2. Curriculum & Alignment Institute November

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Curriculum & Alignment Institute
Susan McCauley, Ph.D.
* Understand the components of an effective curriculum
management system
* Identify the components and timelines for each year of a
six-year CRC
* Explore options and models for incorporating those
components into a Curriculum Review Cycle
* Learn from the experiences of Alaska school districts
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*Agenda
*Logistics
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*Activity
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*Alaska Statute
* AAC 05.080. School Curriculum and personnel
*5e) – “at least once every 6 years”
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* Curriculum – what students should know and be able
to do
* Instructional materials – tools we use to help us teach
the curriculum
* Standards – Content Standards or Grade Level
Expectations established by the State of Alaska
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Leaders of Learning by Dufour & Schmoker
* Chapter 5:
Developing a Guaranteed and Viable Curriculum
* What Works in Schools by Marzano
* Chapter 3:
A Guaranteed & Viable Curriculum
* Results Now! by Schmoker
* Chapter 4:
Curricular Chaos
* Making Standards Useful by Marzano & Haystead
* Chapter 1:
Standards in Education
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* Read assigned article.
Directions
* On a sticky note, write one key point or quote that resonated with you.
* Partner with one person in the group who also read your article. Each
person shares his key point.
* Exchange key points and then partner with a different person.
* Continue until you have partnered with each person in your group.
* Put all stickies on chart paper.
One person report out to whole group.
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* Guaranteed
* All students have the opportunity to learn the same
content through a written curriculum that all teachers
are expected to deliver
* Viable
* “…whether the stated curriculum can be adequately
taught in the instructional time available to teachers:
(Marzano, R. (2005). School leadership that works. Mid-continent
Research for Education and Learning. Aurora, CO.)
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* Definition
* Assumptions
* Timeline & Supporting Documents
* Survey Says Activity
* Data Analysis Activity
* Discuss & Report Out
* Complete Needs Assessment section of Eval
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Directions
* Develop one survey question about either curriculum
or instructional materials that could be answered by
the members of your group.
* Pass the survey question around a have each member
of the group answer it?
* Discuss:
* How effective was your survey question in getting
useful data?
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Directions:
 Identify data
 Complete table or chart of data
 Create graph of data
members
* How group members came
 Record observations
to Alaska
 List primary concerns
 Create hypotheses
Data Analysis Topics
* Children of group members
* Pets of group members
* First cars of group members
* Books read by group
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* Definition
* Assumptions
* Timeline & Supporting Documents
* Writing Quality Objectives Activity
* Assessing Objectives Activity
* Discuss & Report Out
* Complete Needs Assessment Section of Eval
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* Write 3 Quality Objectives for
* Children on Christmas day
* A spouse at your family’s reunion
* A clerk at Walmart
* A teenager at the dinner table
* A newcomer during his first Alaskan winter
* Use one stem and three different levels of Bloom’s.
Label each objective with the level of Bloom’s
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* Assessing Objectives Walk-About
* Green dot = you agree that the objective is clearly
written and appropriate
* Red dot = you disagree with the clarity or
appropriateness of the objective
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* Definition
* Assumptions
* Timeline & Supporting Documents
* Activity Choosing A Parka
* Activity Out #1 Parka
* Discuss & Report Out
* Complete Needs Assessment Section of Eval
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Directions
* Read Choosing A Parka research.
* With your group, create a rubric with 3-5 criteria for
a quality parka appropriate for interior Alaska.
* Use your rubric to individually score the parkas.
* Discuss with your group your scores and complete
the Final Ranking Sheet as a group.
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Directions
* Based on how strongly you feel about each parka
(back up your decision with all relevant
information),
“spend” your 10 points on the parka(s) you think is
the best for us.
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* Definition
* Assumptions
* Timeline & Supporting Documents
* Activity Difficult Conversations
* Activity Difficult Conversations 2
* Discuss & Report Out
* Complete Needs Assessment Section of Eval
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Directions
* Complete the lesson plan template for Difficult
Conversations.
* Talk with a partner about your lesson.
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Directions
* Using the Curriculum Map for Difficult
Conversations, complete the lesson plan template.
* Talk with a partner about your lesson.
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* Definition
* Assumptions
* Timeline & Supporting Documents
* Activity Challenges for District-Wide PD
* Discuss & Report Out
* Complete Needs Assessment Section of Eval
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Directions
* Discuss in like groups:
* Logistical challenges
* Competing demands/interests
* Monetary considerations
* Personnel and infrastructure
* Creative solutions
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* Definition
* Assumptions
* Presentation by Tim Vlasak, Director of Federal
Programs, KPBSD
* Presentation by Brian Krosschell, Director of
Curriculum, LYSD
* Eval
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*Thank you!
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