Correlated Curriculum Congruent vs. Correlated Curriculum What does congruent mean to you? What is the difference between congruent and correlated TEXTBOOK STORY – CORRELATED TO KY POS/CC MATH KNOWS CORRELATED IS NOT THE SAME AS CONGRUENT!! How to Ensure Congruency between Standards, Targets, Assessments and Lessons with KCAS for ELA

What Determines Congruence? Congruent: in agreement; corresponding to or consistent with each other or with something else. Teachers and instructional leaders sometimes struggle to define “congruence” Congruence: Crucial match between the lesson learning target(s), the activities, and the assessment. Match the activities with the level and type of learning stated in the learning target(s). Determining congruence between instruction and the standards is mostly about crafting conversations around artifacts and observations. In this presentation, we are going to craft the conversation around an artifact… prompt, assessment, etc.

“Magic Triangle” Standard This triangle represents the relationship Learning Targets Standard Standard Learning Activities Assessment This triangle represents the relationship between learning targets, assessments and learning activities. If these three components are congruent, …they achieve an exact match with the Standard, then teaching and learning is enhanced.

How Do We Determine Congruence? With an elbow partner, discuss criteria for determining congruence. What are the criteria your team should consider when analyzing artifacts for standards or target congruency? Let groups spend time brainstorming “how do we determine congruence?” Share out…. Hopefully folks will get to content & rigor Not just on topic level. Walk around and listen for criteria. Comment on what was heard as debriefing practice. In whole group, ask for “how and what tools do we have to help us make the decision of congruence? Rigor– Bloom’s/DOK Content– If activity is meant to reach standard, then does it ask students to put all targets in place and apply………….. Artifacts - Something created by humans usually for a practical purpose. (Merriam Webster Dictionary) Prompt Assessment Lesson Plans Units LDC Module Being a critical consumer of educational resources

Evidence for Congruence KCAS Standards Deconstructed Standards Specific Targets Assessment Examples and Exemplars When choosing tasks or activities to teach the curriculum, teachers need to be aware of the DOK level of the standard, and the specific targets associated with that standard to make sure that the two are a good match. Can you think of any other evidence for congruence not listed here… Lexiles Text Complexity

lesson plan, activity, etc. Student Work Artifact(s) Facilitation Observation Students engage in content at appropriate level Rigor DOK? Verbs/Bloom’s Artifact(s) Content Standard(s)? Target(s)? Standard consistent vocabulary? Artifact(s): assessment, lesson plan, activity, etc. To analyze for congruency– you should consider different aspects. First, you must consider the content of the thing you’re checking. Does the item your checking intend to measure a standard or a target? Teachers are often confused. I rarely see items that address entire standards– just parts. If a teacher is just addressing a standard, which is fine, when does the teacher ask kids to put all the targets together and demonstrate a standard using cold text without scaffolding? Second, does it contain the appropriate content the standard requires. For example, if the standard is about “point of view” the prompt should be about “point of view”. Third, consider vocab. Just be sure the teacher is using standard vocab– not calling something “get the gist” when the standards say “summarize”. If the standard meets the content, then you need to check to see that kids are asked to reason, perform, etc. at the appropriate cognitive level. Look at verbs in prompt for some idea. Really consider what brain power must be used by students and is it at the level called for in standards. The “artifacts” term refers to the materials you use to check for congruence. You can check content and rigor using a piece of paper– lesson plans, units, assessments, etc. If a teacher determines the “artifact” she is using is congruent, the next aspect to consider is the facilitation. Something can be congruent on paper, but become incongruent when facilitated. Teachers might “GPS” kids, ask lower leveled questions, etc. The only way to check for congruence is through an observation. We used math’s “rabbit” tasks to demonstrate this. Finally, and ultimately, you have to look at student work. Instruction might be planned congruently, facilitated congruently, but if kids don’t demonstrate work that is congruent then something has gone wrong. Artifact(s)

Student Assignment: Today we live in the 24-hour news cycle where we have practically unlimited access to celebrities. Do you believe the media helps or hurts celebrities? Give reasons to support your view. What level would this be assignment be appropriate for? Give reasons to support your view. M/S because of argumentative standard,

ELA Standards W.6.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. Today we live in the 24-hour news cycle where we have practically unlimited access to celebrities. Do you believe the media helps or hurts celebrities? Give reasons to support your view. Here is the standard for the prompt… Do you think the prompt is congruent to this standard.

Reframed Student Assignment: Does media exposure help or hurt high profile people? After reading an article from GoodTherapy.org, People Magazine, Twitter excerpts, watching Inside Edition, and episodes of Dateline, write an informational essay that addresses the question and supports your position with evidence from the text. Today we live in the 24-hour news cycle where we have practically unlimited access to celebrities. Do you believe the media helps or hurts celebrities? Give reasons to support your view. The prompt has been reframed to be more congruent to the CCR standards. What did they change? How did it increase the rigor, make the task more congruent to the standard? What experience does the child have with this prompt compared to what he experienced the first time. It is richer and more rigorous, but they are more prepared because of the text. Not just blindly answering the question

lesson plan, activity, etc. Student Work Artifact(s) Facilitation Observation Students engage in content at appropriate level Rigor DOK? Verbs/Bloom’s Artifact(s) Content Standard(s)? Target(s)? Standard consistent vocabulary? Artifact(s): assessment, lesson plan, activity, etc. Artifact(s)

ELA Reading Literature Standard #2: CCR – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Anchor Standard for Reading Literature Standard #2 Following Activity is based on the grade level specific standards for #2

Activity Instructions Read through the assessment items associated with the closest grade level you teach that relate to this standard. Which items are congruent? What evidence do you see that supports this? Which items do you feel are not congruent and why not? With an elbow partner, discuss the examples and reach a consensus on the congruence of each item. Grade Level Packets

Reliability of Assessments Depend on: Is the assessment congruent with the standard? Is it measuring the depth of knowledge that the standard demands?

Are They Really The Same? Congruent vs. Correlated Curriculum ARE THEY ONE AND THE SAME??? NO WAY! How to Ensure Congruency between Standards, Targets, Assessments and Lessons with KCAS for ELA What would the other ELA teachers in your building say about congruency? Would they be able to determine congruency with grade level standards? If you shared this activity with them how would they respond? LOOK HOW YOU’VE GROWN!!! Are They Really The Same?