2. Curriculum Design Governor’s Academy for Urban Education Administrator Strand Summer 2002

3. Objectives of the Day Use an analogy to investigate curriculum alignment Define alignment of curriculum. Apply alignment concepts Use a technology-based system to create and modify a standards-based curriculum.

4. What is a Curriculum? “Curriculum is a document of some sort, and its purpose is to focus and connect the work of classroom teachers in schools.” (English, 1987) Textbooks Curriculum Guides Scope and Sequence Computer Programs Local Board Policies Accreditation Guidelines

5. PA Planned Courses of Instruction 1 2 3 4 5

6. Curriculum Alignment Curriculum = What’s Written Assessment = What’s Tested Instruction = What’s Taught

7. Internal Alignment of Curriculum Curriculum 987654321K987654321K

8. What Part Does Curriculum Play in the Teaching Learning Process?

9. Curriculum - Instruction - Assessing Model Standards-BasedCurriculum DirectInstruction Assessment DifferentiatedInstruction On Demand Performance-BasedAssessment BenchmarkAssessment

10. Crayola: A Curriculum Design Analogy?

11. The Alignment Process Begin with your existing curriculum Review your assessment data Compare your present document to State Standards Add and subtract as necessary Compare to National Standards

12. The Alignment Process Complete your curriculum document Provide professional development Examine Assessment data (continuously) Modify as necessary

13. Performance Task Use the process to review the geometry curriculum.

14. The end – sort of!

15. Assessment Types of Assessment? Teacher made tests Textbook tests Standardized Tests Performance Based Writing Samples Other?

16. The Case for Improved Assessment Does assessment support teaching and learning? The need for assessment that informs teachers and students.

17. Linking Assessment State/DistrictStandards Standard1 Standard2 Standard3 Standard4 ContentStandards CS CS CS CS AssessmentTools Custom Assessment Un-masteredStandards #5 #9 #1 #10 #29 #64 #53 Individualized Prescription Tests Portfolios Self- Assessment PerformanceAssessment

18. The LC5EC Model Design Elements Instruction Best Practices Technology Integration Assessment Strategies

19. Designing a Standards-Based Curriculum - Questions Before Starting Who participates? Where do we start? What should be included? How will the curriculum be organized? What happens after we publish the document? Implementation cycle Text and resource adoption In-service Curricular goals, teaching and best practices, assessment Monitoring and modification

20. Curriculum Design Teams Developing curriculum writing teams Allow for vertical and horizontal opportunities Allow for buy-in Participants must have ample time to work together

21. Curriculum Mapping What do we currently do? How does what we do align to standards? Jacobs Using the LC5EC Matrix

22. After the Map Grade level lists are developed. Short list of essential competencies / skills For parents For assessment Cluster into units Develop assessment strategies Develop resource and materials lists Include Best Practices

23. Alternative Approach Benchmarked Scope and Sequence Based on Standards Back map content and skills to prior benchmark. Short list of essential competencies / skills For parents For assessment Cluster into units Develop assessment strategies Develop resource and materials lists Include Best Practices

24. Other Considerations In-servicing the teachers on the curriculum, associated best practices and content Reporting student progress Technology integration Monitoring Curriculum – A District-wide assessment plan Teacher Supervision – Put the curriculum on a cycle Scheduling must facilitate application and integration – (i.e. Amer. Lit and Amer. Hist)

25. Instruction Instructional Activities and Strategies State Standards.com Textbooks Teacher-made Materials Best Practices

26. 1 Objectives (1) Objectives of a planned course, instructional unit or interdisciplinary studies to be achieved by all students Back

27. 2 Content (2) Content, including materials and activities [to be used in] achieving the academic standards. Courses, instructional units, or interdisciplinary studies of varying lengths of time may be taught. Back

28. 3 Instructional Time (2) Content, including estimated instructional time to be devoted to achieving the academic standards. Back

29. 4 Reference to Standards (3) The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards specified under § 4.12 and to those determined in the school district’s (including charter schools) or AVTS’s strategic plan under § 4.13. Back

30. 5 Assessment (4) Procedures for measurement of the objectives of a planned course, instructional unit or interdisciplinary studies. Back