1. Curriculum and Instruction
2010 Teacher Institute
Kyle Kallhoff

2. 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

3. 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

4. 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

5. 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?

6. 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

7. 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

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

9. 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

10. 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

11. 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

12. 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

13. 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)

14. 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)

15. 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

16. 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

17. 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

18. 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)