1. Instructional Program Alignment
Standards  Curriculum
  
Instruction  Assessment

2. Instructional Program Alignment
Any innovation you bring into the classroom or school to improve outcomes on student achievement presumes that there is already alignment of the standards, curriculum, instruction, and assessment. The innovation itself will not improve outcomes if alignment does not exist.
Lisa Carter

3. Standards – The What Utah’s Core Curriculum
Standards – A broad statement of what students are expected to know and be able to do after a unit of instruction
Objectives – A more focused and specific description of what students should know and be able to do at the completion of instruction (focus for end-of-level and end-of-course tests)
Indicators – Observable and measurable description of student actions

4. Curriculum – With What? Instructional Materials Textbooks
Teacher Resource Guides
Original Source Documents
Internet Sources

5. Instruction – How? Instructional Design
What should a good instructional design do?
Help make teaching decisions
How much time should be spent?
Which concepts are more important?
Include valid assessment of learning
Tests?
Performance tasks?
Lead to effective learning activities

6. Understanding by Design*
Stage 1: Identify Desired Results
Stage 2: Determine Acceptable Evidence
Stage 3: Plan Learning Experiences and Instruction
*Wiggins & McTighe, ASCD, 1998
Backward Design Process
Stage 1: Identify Desired Results
Stage 2: Determine Acceptable Evidence
Stage 3: Plan Learning Experiences and Instruction

7. Understanding Without pressing the point too much,
we urge teachers to think of students as juries think of the accused: innocent (of understanding) until proven guilty by a preponderance of evidence that is more than circumstantial Grant Wiggins

8. Understanding By Design
What's to be learned?
How well?
Taught
How learned?
Learner
expectations & standards
Learning opportunities
Assessments
skills
dispositions
knowledge

9. Establishing Curricular Priorities
Worth being familiar with
Important to know and do
"Enduring" understanding

10. Learning Experiences WHERE
W = Help students know where the unit is going.
H = Hook the students and hold their interest.
E = Equip students, explore the issues, and experience the ideas.
R = Provide opportunities to rethink and revise.
E = Allow students to exhibit their understanding and evaluate their work.

11. Assessment – How well? Criterion Referenced Tests – CRTs
Norm Referenced Tests – SATs
Diagnostics Tests
Formative Tests
Teacher-designed Tests
Performance Assessments

12. Teacher as Assessor Not Activity Designer
Design assessments before you design lessons and activities
Be clear about what evidence of learning you seek

13. Multiple Sources Think "photo album" versus "snapshot“
Sound assessment requires multiple sources of evidence, collected over time.

14. Instructional Program Components
Standards
Curriculum
Assessment
Instruction

15. Aligned Instructional Program
Curriculum
Instruction
Standards
CRT
Assessment

16. Poor Instructional Alignment
Curriculum
Standards
CRT Assessment