Curriculum and Instruction 2010 Teacher Institute Kyle Kallhoff

Clarke County Beliefs We believe that our schools are: A place where learning is the constant and time is the variable A place where schedules are based on the individual needs of the student A place where progress is determined by proficiency toward the standard A place where demography does not determine a child’s destiny A place where ALL students graduate college and career ready

Connection to Marzano’s What Works in Schools Home Environment Guaranteed and Viable Curriculum Learned Intelligence and Background Knowledge Challenging goals and effective feedback What Works In Schools Student Motivation Parent and Community Involvement Classroom Management Safe and Orderly Environment Classroom Curriculum Design Instructional Strategies Collegiality and Professionalism

Instructional Strategies Identifying Similarities and Differences Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypothesis Summarizing and Note-Taking Reinforcing Effort and Providing Recognition Homework and Practice Cues, Questions, and Advance Organizers Nonlinguistic Representations

What have we learned over the past 34+ years? It was not until the 1970’s that we began to examine effective teaching practices. What have we learned over the past 34+ years?

Research tells us that: The most important factor affecting student learning is the teacher. Effective teachers appear to be effective with students of all achievement levels, regardless of the variety of students in their classrooms. Sanders and Horn, 1994

What are the Needs of our Students? Oral Reading Fluency (Spring 2010 DIBELS) Fourth Grade (118 words per minute) 27 students who are at-risk Third Grade (110 words per minute) 15 students who are at-risk Second Grade (90 words per minute) 20 students who are at-risk First Grade (40 words per minute) 17 students who are at-risk

What are the Needs of our Students? Reading (Spring 2010 ARMT/SAT-10) Comprehension Critical Analysis Supporting Details Vocabulary Synonyms Multiple Meaning Words

What are the Needs of our Students? Reading (Spring 2010 AHSGE) Recognize Summary Statements Determine Meaning of Words Draw Conclusions Determine Cause and Effect Recognize Logic and Arguments

What are the Needs of our Students? Math (Spring 2010 ARMT/SAT-10) Number and Operations Multiplication and Division Decimals, Percents, and Fractions Geometry Pythagorean Theorem Data Analysis and Probability Probability of a Compound Event Measures of Central Tendency

What are the Needs of our Students? Math (Spring 2010 AHSGE) Graph: Equations/Inequalities Apply Properties of Geometric Figures Graph: Linear Equations; Common Relations Solve Quadratic Equations Solve Problems: Algebraic Concepts

2010-2011 Classroom Expectations 1. Teach clear, essential standards (Al COS) 2. Post standards in clear, student friendly terms 3. Scaffold (step by step) instruction Explicit Instruction- I do – we do – you do Collaborative Learning- allow students to work together Check for Understanding (CFU) 5 to 7 times per lesson Use models/ showcase quality work/ no guess work 4. Differentiate Instruction Daily During initial delivery and through alternative scheduling

2010-2011 Classroom Expectations 5. Engage ALL students- maximize time on task Bell to bell engagement Limit lecture time (present in chunks) Utilization of Graphic Organizers (patterns, timelines, cause & effect) Force students to draw conclusions and inferences Support arguments with evidence 6. Independent practice- when most/all students are ready 7. Assess at the end of each lesson (various types)

2010-2011 Classroom Expectations 8. Utilization of Reading Strategies Use of vocabulary strategies by ALL teachers Word Walls in all classrooms (K-12) Monthly Comprehension Strategies (6-12) 9. Consistent, Fair, and Equitable Grading Parameters (example in folder)

Total Instructional Alignment “Leaving no child behind will require that all schools design an instructional program that not only aligns instruction to standards, benchmarks, and assessments, but also presents instruction that is aligned to the learning needs of each individual student.” -Lisa Carter, Total Instructional Alignment

What is a Curriculum Pacing Guide Road Map Timeline Written Schedule (updated periodically) Alignment of COS Standards with Summative Assessment Items Consistency Tool Accountability Tool

Curriculum Pacing Guides Aligned to the Alabama Courses of Study Seven month guide Created using student achievement data To be used and verified by every applicable teacher To be monitored by building administrators http://clarkecounty.schoolinsites.com/Default.asp?PN=DocumentUploads&L=1&DivisionID=4175&LMID=160779&ToggleSideNav=

You Make the Difference You Initiate the Impact “We can, whenever and wherever we choose, successfully teach all children whose schooling is of importance to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.” Ron Edmunds (1983)