THE REGIONAL OFFICE OF CURRICULUM & INSTRUCTION A systems thinking approach to curriculum development

Highlights of the New Curriculum Maps  Math – Algebra I; automaticity goals for K-5; most difficult concepts to teach  Language Arts – reading and writing workshop model  Physical Education – fitness approach  Differentiation for special education, enrichment and ELL  Interdisciplinary connections

Algebra I Instruction “multiple representations” The bottom line for teachers, Schultz said, is “you don’t get the option of ‘I only want to do it this way.’ Give the kids the option to do things in multiple ways. Your job as the teacher is to be flexible and work with different modalities.”

HoHoKus Middle School Grade 8 Algebra 1* Collaboration Algebra 1* Collaboration Brookside Middle School Grade 8 Algebra 1* Collaboration Algebra 1* Collaboration Cavallini Middle School Grade 8 Algebra 1* Collaboration Algebra 1* Collaboration Operations on Numbers and Expressions Operations on Numbers and Expressions (Week 1, 10 Weeks) use properties of number systems within the set of real numbers to verify or refute conjectures or justify reasoning use rates, ratios, and proportions to solve problems, including measurement problems describe and distinguish among the various uses of variables, including: o Symbols for varying quantities (such as 3x) o Symbols for fixed unknown values (such as 3x – 2 = 7) o Symbols for all numbers in properties (such as x + 0 = x) o Symbols for formulas (such as A = l * w) o Symbols for parameters (such as m and b for slope in y = mx + b) use matrices to represent and solve problems: adding and subtracting matrices; multiplying a matrix by a scalar Operations on Numbers and Expressions Operations on Numbers and Expressions (Week 1, 10 Weeks) use properties of number systems within the set of real numbers to verify or refute conjectures or justify reasoning use rates, ratios, and proportions to solve problems, including measurement problems describe and distinguish among the various uses of variables, including: o Symbols for varying quantities (such as 3x) o Symbols for fixed unknown values (such as 3x – 2 = 7) o Symbols for all numbers in properties (such as x + 0 = x) o Symbols for formulas (such as A = l * w) o Symbols for parameters (such as m and b for slope in y = mx + b) use matrices to represent and solve problems: adding and subtracting matrices; multiplying a matrix by a scalar Operations on Numbers and Expressions Operations on Numbers and Expressions (Week 1, 10 Weeks) use properties of number systems within the set of real numbers to verify or refute conjectures or justify reasoning use rates, ratios, and proportions to solve problems, including measurement problems describe and distinguish among the various uses of variables, including: o Symbols for varying quantities (such as 3x) o Symbols for fixed unknown values (such as 3x - 2 = 7) o Symbols for all numbers in properties (such as x + 0 = x) o Symbols for formulas (such as A = l * w) o Symbols for parameters (such as m and b for slope in y = mx + b) use matrices to represent and solve problems: adding and subtracting matrices; multiplying a matrix by a scalar

Balanced Literacy Framework Independent reading workshop Writing workshop Shared reading Interactive real-aloud with accountable talk Story time Small-group work (guided reading, strategy lessons) Word study Interactive writing

Physical Education

In researching what works in schools, Robert Marzano (2003) found five school-level factors that promote student achievement. Ultimately, Marzano concluded that a guaranteed and viable curriculum is the most powerful school-level factor in determining overall student achievement. Guaranteed and Viable Curriculum Curriculum Student achievement

Upgrading Content and Assessments 2009 Content Standards Audit 1. Update existing maps with 2009 standards. 2. Identify redundancies and gaps What is essential and timeless? What is not essential or dated? What should be created that is necessary and evident? 3. When appropriate, incorporate larger school wide, community, national and global perspectives. Related Assessment Upgrade 1. Target assessments after updated content has been identified. 2. Focus on products and performances contemporary professionals use. 3. Replace a dated assessment with a modern one. Atlas enables us to attach documents, websites, audio and video images. 4. Include sample student work on maps.

Feedback Loops for Curricula Systems Theory Approach CurriculumInstructionAssessment Examine Student Work Target Necessary Changes

Margaret Wheatley "The things we fear most in organizations -- fluctuations, disturbances, imbalances -- are the primary sources of creativity."