C urriculum A lignment

Why are you here? My principal said I have to come It’s November, I really just needed to get away from the school for an afternoon I always know there are good treats at the ESC! I haven’t seen my colleagues from other schools in a while I might learn one good thing I really, really, really want to learn about Curriculum Alignment and how to calibrate work samples.

Research by DataWorks Curriculum Calibration Time on Task Breadth of Curriculum Explicit Direct Instruction

Purpose of learning curriculum alignment Standards-Based Textbooks aren’t always aligned We all need to be able to calibrate supplementary materials Research shows this is a BEST practice Student achievement!

How Do We Ensure that Textbooks, Teacher-Created, and Commercially- Bought Student Assignments, and Assessments are Matching Grade Level Expectations? “We must strive to the greatest extent, to assign student work that meets the content, skills, and competencies of the California State Grade Level Standards.”

Deconstruct the Standards Break down the skills and content of the California Content Standards Evaluate student worksheets and/or assessments to ensure that there is alignment to the skills and content

Break Down the skills and topics of the standards Skill/Topic Content Strand and Standard Grade Level

Reading 3.0 Literary Response and Analysis (3 rd Grade) 3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world Reading 3.0 Literary Response and Analysis (4 th Grade) 3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends and fairy tales. Skill (verb) do Teach the discrete nuances of the skills. What do students do with this standard?

Reading 3.0 Literary Response and Analysis (3 rd Grade) basic plots 3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world Reading 3.0 Literary Response and Analysis (4 th Grade) structural differences 3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends and fairy tales. Content (noun) learning Teach the discrete nuances of the content. What are students learning with this standard?

Deconstructing the Standards Skill (verb) Content (noun) StrandGrade A. B. C. D.

Deconstruct the Standards

Deconstructing the Standards Skill (verb) Content (noun)StrandGrade A.  Know  Use  Decimal notation  Dollar and cents symbol Number Sense 2nd

Deconstructing the Standards Skill (verb) Content (noun)StrandGrade A.  Know  Use  Decimal notation  Dollar and cents symbol Number Sense 2nd B.  Identify  Describe  Compare  Triangles, rectangles, squares and circles  Faces of 3 dimensional objects Measurement and Geometry 1st

Deconstructing the Standards Skill (verb) Content (noun)StrandGrade A.  Know  Use  Decimal notation  Dollar and cents symbol Number Sense 2nd B.  Identify  Describe  Compare  Triangles, rectangles, squares and circles  Faces of 3 dimensional objects Measurement and Geometry 1st C.  Use to Solve Problems  Complimentary and Supplementary angles of a triangle Measurement and Geometry 6th

Deconstructing the Standards Skill (verb) Content (noun)StrandGrade A.  Know  Use  Decimal notation  Dollar and cents symbol Number Sense 2nd B.  Identify  Describe  Compare  Triangles, rectangles, squares and circles  Faces of 3 dimensional objects Measurement and Geometry 1st C.  Use to Solve Problems  Complimentary and Supplementary angles of a triangle Measurement and Geometry 6th D.  Formulate  Systematically Collect  Represent  Questions  Data On a number line, coordinate graph,, tables and charts Statistics, Data Analysis, and Probability 4th

Deconstructing the Standards Skill (verb) Content (noun)StrandGrade A.  Know  Use  Decimal notation  Dollar and cents symbol Number Sense 2nd B.  Identify  Describe  Compare  Triangles, rectangles, squares and circles  Faces of 3 dimensional objects Measurement and Geometry 1st C.  Use to Solve Problems  Complimentary and Supplementary angles of a triangle Measurement and Geometry 6th D.  Formulate  Systematically Collect  Represent  Questions  Data On a number line, coordinate graph,, tables and charts Statistics, Data Analysis, and Probability 4th

Looking for Patterns across grade levels What’s similar? What’s Different? In What Grades does this Strand Vary? How?

Calibrating Work Samples

Sample A Grade Level = ? 1st Strand = ? Measurement and Geometry Standard = ? 1.2 Entire Standard or Partial = ?

Sample B Grade Level = ? 5 th Grade Strand = ? Number Sense Standard = ? 2.5 Entire Standard or Partial = ?

Sample C Grade Level = ? ? – Came from a first grade practice book Strand = ? Measurement and Geometry Standard = ? Symmetry doesn’t appear until 4 th Grade (Question: Is this a necessary prerequisite to a grade level skill?)

Sample D Grade Level = ? ? – Came from a 4 th Grade Practice Book Strand = ? Statistics, Data, and Probability Standard = ? 1.1 of 3 rd Grade? Below Grade Level Standard! So, Question: Is this a necessary prerequisite to a grade level skill?

Goal = 90% of assignments aligned To achieve student mastery!

Curriculum Alignment 3 Is only as good as the assignments or assessments that we give our students 3 Thank you for your participation today!