CURRICULUM: Promoting Student Achievement Through Standards Based Guaranteed Viable Curriculum Guaranteed and viable curriculum is the most powerful school-level factor determining overall student achievement. A guaranteed and viable curriculum is defined as a combination of opportunity to learn and time to learn. Districts and schools MUST ensure that the intended curriculum is implemented consistently by all teachers. Which in turn the attained curriculum- what students actually learn – should align with eh intended and implemented curricula. Spiraling component, adding specificity to the TEKS, sustain monitoring of the curriculum ad its implementation + unconditional delivery of the curriuclm equity among students if for there to be a tight alignment between the taught and tested; WITHOUT alignment student and community demographics will continue to be the most powerful predictor of student results. Remember There is a difference between curriculum and instruction: What: TEKS nonnegotiable (framework for curr,) Why: curriculum nonnegotiable How: Instruction; What teacher does to teach, what st. will learn, instruc. Activities, the process st go thru to lrn curr.

Guaranteed Viable Curriculum: Goals of the Process To provide a common language, structure and process. Curriculum Documents Formatted the same TEC 28.001 & TAC Chapter 74: State requires 12-K Vertically Aligned Curriculum We currently do not have a common language to talk to each other about curriculum and instruction. Teachers, campus leaders, and central office must all speak the same language. Teachers especially elementary, are often confused because our curriculum documents are formatted in the same way a. We are correcting that.

What is curriculum? Curriculum is content standard and performance standard. What: content standard Question: What is perf standrds Ps CS VERb stuff +modifiers+context determine level of rigor Must scaffold PS and CS(abstract) The rigor of curriculum is PS, PS accountability is our problem, not CS Will not cure instructional issues with curriculum but can influence when you are more specific what the content is and performance standard looks like smells like… Make PS and Cs m ore clear is curriculum; How build differentiation into the curriculum…can not that is instruction…

What’s Wrong With The Texas Essential Knowledge and Skills As A Curriculum Document? The TEKS are a framework for curriculum development—NOT the curriculum. The TEKS are broad expectations for student learning (“The student is expected to….”). The TEKS lack specificity. The TEKS are not organized into rational, coherent units of instruction with recommended time lines

Differences Between Curriculum and Instruction Why How Curriculum is content standard and performance standard. What: content standard Curriculum: What: Content Standard; Why: performance standard ( would be helpful to have timeline, resources) How: Instruction 2 different animals but related to each other Question: What is perf standrds Ps CS VERb stuff +modifiers+context determine level of rigor Must scaffold PS and CS(abstract) The rigor of curriculum is PS, PS accountability is our problem, not CS Will not cure instructional issues with curriculum but can influence when you are more specific what the content is and performance standard looks like smells like… Make PS and Cs m ore clear is curriculum; How build differentiation into the curriculum…can not that is instruction… What Copyright: 2014, John A. Crain, Ed. D.

The “WHAT” – Content Standards--“the stuff” 1. Conceptual Knowledge 2. Procedural Knowledge 3. Factual Knowledge Cognitive Curriculum Anderson and craft book, with new blooms Student is expected to verb some stuff.(knowledge), anderson and craft suggest that the knowledge cn be on e or a combination of above chart… Procedural: Governed by process steps and rules Scratch factual kn. Off list Math once set aside process skills most of the rest is conceptual and procedure except primary level PreK-2 conceptual 3+ conceptual and procedural Science take first 3 all process standards a are conceptual… Verb is always procedure It is the content Procedural learning in science scientific process, labs first three strands SS skills last strand Math procedural knowledge: when inject algoritium have procedural..8th grace conceptual and procedural , teach both I a lesson Elem PreK-2 conceptual If learning is conceptual then what do I need to know and teache the kids If leanrin is procedural what do I need to know and what do I teach thekids? Do we use cmmon lang through out courses and how get there Copyright: 2014, John A. Crain, Ed. D.

The “WHY” – Performance Standards—the result, outcome, objective, etc. The verb and its modifiers What we want students to do with the “stuff”. The complexity or sophistication with which we want students to do something with the “stuff”—the Application / Analysis / Synthesis / Evaluation of Bloom’s. Perf. Standards are verb and modifiers ( tell us what kids to do with stuff) Burn all blooms charts cause mix message Copyright: 2014, John A. Crain, Ed. D.

Student Expectations The student is expected to: Performance Content Standard--What Standard—Why? “verb” “some stuff”—knowledge or skills analyze characters, including their traits, motivations, conflicts, points of view, changes, and relationships Copyright: 2014, John A. Crain, Ed. D.

HOW? The instruction What the teacher will do to teach What the students will do to learn Instructional activities The processes through which the students will learn the curriculum. Our work is taking Cs ad figure out what it looks like… Perf. St and example of what it looks like… What has morning done for us…make sure on the same page… What leaving chewing with….common lang emerging… Must be able to communicate some pieces but not all that we learn today… How understand the content st vs perf st.. Fenwich- can not control everything so work on the curriculum…strategies under the old system TAKS does not work with staar Copyright: 2014, John A. Crain, Ed. D.

Negotiable vs. Non-negotiable The “WHAT” is non-negotiable. The “WHY” is non-negotiable. The “HOW” is negotiable within limits: The children learn what that are supposed to learn. They are treated with courtesy and dignity. The teacher is accountable for students learning the curriculum.

Why must the Curriculum Be Non-Negotiable It’s the Law Assure Equity Provide a Rational System Reduce Gaps and Unproductive Redundancies Reduce/Refocus Teacher Planning Time Why have to do this: Talking points… Do you have a contract? In contract did you agree to follow the law State law requires that teachers teach the Texas Essential Knowledge and Skills. District policy requires that teachers teach the Texas Essential Knowledge and Skills as defined by the district. TEKS: Ultimate response to equity Guaranteed viable rigorous curriculum High common floor that never has a ceiling You have opportunity to learn this viable guaranteed curriculum Can not guarantee instructional equity but working toward it, but I can guarantee that the curricular equity, if your child on my campus I can guarantee that they will have the opportunity to learn the same as any st in this district or campus…. True access is access to quality….money does not make any difference t a level after that bells and whistle Foer every 30 calendar days, 25 days curriuclum Copyright: 2014, John A. Crain, Ed. D.

Law State law requires that teachers teach the Texas Essential Knowledge and Skills. District policy requires that teachers teach the Texas Essential Knowledge and Skills as defined by the district. Copyright: 2014, John A. Crain, Ed. D.

Quality Assurance To The Community Equity Quality Assurance To The Community The State of Texas says, through TEKS: It doesn't matter whether you live in Humble, Highland Park, El Paso, rural east Texas, or The Rio Grande Valley. The State of Texas guarantees that your 10th grader will have the opportunity to learn "X." Humble ISD must say: It doesn't matter which attendance zone (campus) you live in. Humble ISD guarantees that your 4th grader will have the opportunity to learn "X" It doesn’t matter whose 7th grade Texas History class you are in, you will have the opportunity to learn “x.” Copyright: 2014, John A. Crain, Ed. D.

Rational System Is Humble ISD made up of independent school districts or a single system? We Are Either: a rational system, with a vertically-aligned curriculum for all campuses or an irrational system in which no one part knows (or cares) what other parts of the system are doing. Copyright: 2014, John A. Crain, Ed. D.

Alignment Makes Education in Humble I.S.D. a System - Teachers Are Part of a System Schools cannot be one-room schools located side-by-side along a common hallway. Teachers are not independent subcontractors--we have a responsibility to “deliver the goods”. (knowledge and skills) that the system says we are to deliver. Copyright: 2014, John A. Crain, Ed. D.

Reduce Gaps and Unproductive Redundancies in Knowledge and Skills Examples Critical Progression of Concepts and Skills In Mathematics Foundation of Concepts in ALL the Sciences, Including Chemistry and Physics Copyright: 2014, John A. Crain, Ed. D.

Refocus Teacher Planning Time Reduce time teachers spend trying to define what the TEKS mean or how to group them on a time-line for delivery Focus time planning instruction Copyright: 2014, John A. Crain, Ed. D.

Major Elements of Curriculum Development Vertical alignment/Unpacking the TEKS, including the articulation of specific content standards. Organizing the aligned student expectations into “big bundles”—on a time line (e.g., by 9- weeks or discreet number of days) + create Student Performance Indicator to clarify the Performance Standard Articulating the TEKS in detail (e.g., into rational, coherent “units” of instruction,. e.g., by 2-weeks chunks or by a discrete number of days). MAYBE Sc and mth can stop at number 2 Copyright: 2014, John A. Crain, Ed. D.

Step 1: TEKS Vertical Alignment The SCOPE (The difference between water skiing and scuba diving.) Provide specificity Assure equity Backload tested standards Reduce gaps and unproductive redundancies Love Units The Vertical Alignment Matrix (VAMs) provide the specificity that clarify the student expectations. The VADs also clarify the lane for teaching for each grade level and content area.

Time: Approximately 3-4 Days How You Accomplish TEKS Vertical Alignment: Configuration of Design Teams ELA: 12-K Social Studies: K-3, 4-7, 5/8/U.S. History, 6/World History/World Geography Science: 8-K and 12-9 (with some “back- and-forth”) Mathematics: 8-K and 12-9 (with some “back-and-forth”) Time: Approximately 3-4 Days Copyright: 2014, John A. Crain, Ed. D.

Step 2: Instructional Framework Instructional Framework place TEKS in a coherent, rational sequence of instruction. Anchors instruction Indicate the TEKS and the specificity that will be addressed in the instructional unit Refocus teacher planning time Ensures learning to performance indicators Provides rationale Road map for instructional planning

Step #2: “Bundling” Student Expectations to Create Rational Coherent “Units of Instruction” The vertical alignment document produced in Step #1 was a technical, quality control document. It was not the document that teachers will use to plan daily/weekly instruction. The individual student expectation now must be “bundled” into rational, coherent units of instruction with a time line (9-weeks, discrete number of days).

Process TEKS must be married to content TEKS Step #2: “Bundling” Student Expectations to Create Rational Big Chunks on a Time Line The individual student expectation now must be “bundled” into big chunks on a time line (e.g., by 6-weeks, by discreet number of days). Process TEKS must be married to content TEKS The Performance Standard must be clarified Copyright: 2014, John A. Crain, Ed. D.

Marrying Mathematics Content to Process Copyright: 2014, John A. Crain, Ed. D. Marrying Mathematics Content to Process use multiplication to solve problems (no more than two digits times two digits without technology) (B)  use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution Copyright: 2014, John A. Crain, Ed. D.

Defining the Performance Standard Defining the Verbs and their Modifiers Products, Performances, Demonstrations Create Student Performance Indicators that “indicate” that the student has learned the Content Standard at least the Level of the Performance Standard and to “Marry” the Appropriate Process TEKS to the Content TEKS Copyright: 2014, John A. Crain, Ed. D.

Plan and Create the Elaboration: Unpacking the Performance Standard Students “verbing the stuff: What will “verbing the stuff” look-like/sound like”? What will the students do with content knowledge, at at least the level of the performance standard? “Bump it Up”: Will the activity: Move up Blooms and/or make cross curricular connections? The “process skills” MUST be integrated here. Real World Connection: “So What?” What is the connection of the new knowledge to the students interests/experiences, applications/connections beyond the classroom? Pairs/Triads/Quads: What size and what criteria will you use for the grouping? Will you assign any roles/responsibilities? Product: What product(s) will students produce that demonstrate 1-3, above; should one of more of the products be oral? Will students have any choice in the product? Student Use of Technology to Create the Products: Will using technology increase the level of interest/commitment, make the production of the product more efficient, and/or add to the quality of the product? 8. Scaffolding: Will students need to complete one activity or a series of scaffolded activities (from simple to more complex; from concrete to more abstract; from familiar to more unfamiliar)? 9. Management and Structure: What materials that students will need e.g., access to technology, advanced organizers, models of the product, time limits for each activity, etc.? Copyright 2013, John A. Crain, Ed.D. Copyright 2013, John A. Crain, Ed.D.

Developing an understanding of Whole Numbers in Operations Year at a Glance (YAG) Elementary Math Grade 2 Year-at-a-Glance The Elementary Math Departments mission is to develop students who make sense of mathematics and become persistent mathematical thinkers. Our teachers engage a range of learners in understanding mathematics while focusing on computational fluency and efficient strategies. Bundle 1: Developing an Understanding of Place Value to solve Problem Situatation 14 weeks Unit 1: Place Value to 200 Unit 2: Whole Number Addition and Subtraction Unit 3: Data Analysis Unit 4: Bundle 2: Analyze Attributes of 2D shaps and 3D Solids in Relationship to Fractions 5 weeks Unit 5: 2D Shapes and 3D Solids and Relationships between them Unit 6: Fraction Concepts Bundle 3: Developing an understanding of Whole Numbers in Operations Unit 7: Multiplication and Division Unit 8: Place Value to 1,200 Unit 9: Bundle 4: Measurable Attributes and Personal Financial Literacy in Problem Situations 4 weeks Unit 10: Measurable Attributes of Length in Problem Solving Situations Unit 11: Personal Financial Literacy

Bundles at a Glance (BAG) Developing and understanding of and fluency with +,-, x, ÷ of fractions and decimals Unit Readiness Standards Supporting Standards Standards found in All Units through Calendar Suggested Number of Days Decimal Place Value   5.2B 5.2A 5.2C 9 Whole number and decimal operations 5.3E 5.3G 5.3K 5.3A 5.3B 5.3C 5.3D 5.3F 5.4A 34 Fraction Operations 5.3L 5.3H 5.3I 5.3J 25 Approximately 14 Weeks Total Number of Days in Bundle 1 68 Bundle 2 Solving Geometry and Measurement Problems/ organizing, representing and interpreting sets of data Classifying 2D figures 5.5A 5 Coordinate Planes 5.8C 5.8A 5.8B Categorical and Discrete Data 5.9C 5.9A 5.9B 4 Approximately 3 Weeks Total Number of Days in Bundle 2 14

Instructional Framework American Literature (English Language Arts and Reading III) Instructional Framework Bundle Unit Estimated Duration 1 2 3 4 1 -   Unit Overview Here we would include explanations/rationale/vertical alignment/etc… Student Performance Indicators Academic Language of Instruction TEKS Specificity / Process Integration Spiral Standards

Misconceptions Resources Category   Resources Category Here we will describe recommended resources according to categories such as: student outcomes, technology, mentor texts, etc…

After the curriculum is done, you can… Create parallel curriculum connections Write Guiding Questions and Enduring Understandings Create optional, “exemplar” instruction for all or some percentage of the “bundles” of instruction Right now can not until we get our curriculum straight then come back at a later date to cross curriculum wiggins and mctighe can’t now but do later Do nextyr or two years from now… may do for teks that our data says we do not do well then script lesson… Copyright: 2014, John A. Crain, Ed. D.

What the Central Office is Doing Creating TEKS Vertical Alignment Documents Creating scope-and sequence of “units” with: Bundled Student Expectations Marrying process Students Expectations to content Student Expectations Creating Student Performance Indicators Recommending Aligned Resources Central office is not responsible for implementation (i.e., that teachers are using/following the curriculum Impossible task Accountability is not to central office

What are the Responsibilities of campus administrators? Monitor implementation of the curriculum Possibility: Monitor Lesson Plan—make certain that plans: Learning Objectives from the Curriculum Teachers are reasonably close to the recommended time line Possibility: Conduct Learning Walks—possible questions: Is the Content Standard of the Curriculum being taught? Are all/almost all students learning the content standard at the level of the Performance Standard? Is the posted curriculum objective from district curriculum document?

So, where do we go from here? August 1, 2014 Roll out Math and RELA August 1, 2015 Roll out Science and Social Studies Curriculum Management Plan outlines Curriculum Development for all subjects