1. Evaluating the Alignment and Quality of the Taught Curriculum Virginia Department of Education Office of School Improvement 2013-2014

2. AgendaAgenda 1.What are the basic components of a Taught Curriculum? 2.How do we measure the quality of the basic components of our Taught Curriculum? 1.What are the basic components of a Taught Curriculum? 2.How do we measure the quality of the basic components of our Taught Curriculum?

3. Question 1 What are the main components of a Taught Curriculum?

4. What is the Taught Curriculum? The Taught Curriculum is the enactment or implementation of the Written Curriculum by a teacher with a specific group of students. Evidence: Lesson Plans Lesson Observations The Taught Curriculum is the enactment or implementation of the Written Curriculum by a teacher with a specific group of students. Evidence: Lesson Plans Lesson Observations

5. Which lesson plans should we use? Created by the person who will be implementing the lesson Should explain how the Written Curriculum will be adapted for specific student needs Variety of high and low performing teachers Created by the person who will be implementing the lesson Should explain how the Written Curriculum will be adapted for specific student needs Variety of high and low performing teachers Written Curriculum Taught Curriculum

6. Main Components for both Lesson Plans and Lesson Observations Alignment with/of Standards, Big Ideas, and Objectives Sequence/Pacing Student Learning Experiences Assessments Supporting Resources Alignment with/of Standards, Big Ideas, and Objectives Sequence/Pacing Student Learning Experiences Assessments Supporting Resources

7. Reading the Tool TermWhat it Means No Implementation None or few of the elements are present for Functional Implementation; this component is ineffective Limited Implementation Some or most elements of Functional Implementation are present; this component is partially effective Functional Implementation All the elements needed for effectiveness are present Full Implementation All the elements for Functional Implementation are present AND at least one other element is in place for this component to be highly effective.

8. Basic Component: Alignment with/of Standards, Big Ideas, and Objectives (Lesson Plans)

9. Basic Component: Alignment with/of Standards, Big Ideas, and Objectives (Lesson Observations)

10. ObjectivesObjectives What the student will accomplish during the given lesson, including the: Behaviors students will exhibit to show learning Conditions under which the students will exhibit those behaviors Criteria the teacher will use to determine whether students meet the objective. What the student will accomplish during the given lesson, including the: Behaviors students will exhibit to show learning Conditions under which the students will exhibit those behaviors Criteria the teacher will use to determine whether students meet the objective.

11. Why Objectives? Focus the learning for teachers and students Students show increased student achievement when teachers communicate clear objectives to students and provide quality formative feedback to students Students take greater risks and persevere longer when they know the objectives and criteria. Focus the learning for teachers and students Students show increased student achievement when teachers communicate clear objectives to students and provide quality formative feedback to students Students take greater risks and persevere longer when they know the objectives and criteria. (Brookhart, 2008; Hattie & Timperley, 2007; Shute, 2008).

12. Objectives and Standards English 9.7: The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. e) Distinguish between active and passive voice. English 9.7: The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. e) Distinguish between active and passive voice. By the end of the lesson, students will use strong examples of passages with active voice to self-edit a previously self-written passage so that it scores at least an Effective on the Active Voice rubric. Students already at the Effective level will improve to Highly Effective.

13. Objectives and Standards English 9.7: The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. e) Distinguish between active and passive voice. English 9.7: The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. e) Distinguish between active and passive voice. By the end of the lesson, students will use strong examples of passages with active voice to self-edit a previously self-written passage so that it scores at least an Effective on the Active Voice rubric. Students already at the Effective level will improve to Highly Effective. Behavior

14. Objectives and Standards English 9.7: The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. e) Distinguish between active and passive voice. English 9.7: The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. e) Distinguish between active and passive voice. By the end of the lesson, students will use strong examples of passages with active voice to self-edit a previously self-written passage so that it scores at least an Effective on the Active Voice rubric. Students already at the Effective level will improve to Highly Effective. Conditions

15. Objectives and Standards English 9.7: The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. e) Distinguish between active and passive voice. English 9.7: The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. e) Distinguish between active and passive voice. By the end of the lesson, students will use strong examples of passages with active voice to self-edit a previously self-written passage so that it scores at least an Effective on the Active Voice rubric. Students already at the Effective level will improve to Highly Effective. Criteria for Success

16. Objectives and Standards: Practice Math 7.5b: The student will solve practical problems involving the volume and surface area of rectangular prisms and cylinders

17. Basic Component: Sequence/Pacing (Lesson Plan)

18. Basic Component: Sequence/Pacing (Lesson Observation)

19. Determining the Sequence of the Lesson Based on the Lesson Purpose Is the lesson deductive (teacher introduces and explains concepts, then has students apply and practice) or inductive (teacher provides examples, students generate organization or explanation)? What are the major outputs expected in the lesson? Where does the lesson fall in the unit? Is the lesson deductive (teacher introduces and explains concepts, then has students apply and practice) or inductive (teacher provides examples, students generate organization or explanation)? What are the major outputs expected in the lesson? Where does the lesson fall in the unit?

20. Types of Lessons: How would each of these be sequenced? Type of LessonExplanation Small, guided group The teacher provides support for small groups of learners using material at the groups’ instructional level for the given objective Project-based Students create a written, oral, visual or multimedia project with an authentic audience and purpose Inquiry Inquirers will identify and research issues and questions to develop their knowledge or solutions Discussion Circle Students discuss a given topic; teacher acts as facilitator What would the beginning, middle, and end of each lesson look like?

21. Basic Component: Quality of the Student Learning Experiences (Lesson Plan)

22. Basic Component: Suggested Learning Strategies (Lesson Observation)

23. Strategies & Average Effect Sizes on Achievement* Strategies Percentile Gain Identifying similarities and differences45 Summarizing and note taking34 Reinforcing effort and providing recognition29 Homework and practice28 Nonlinguistic representations27 Cooperative learning27 Setting objectives and providing feedback23 Generating and testing hypothesis23 Questions, cues, and advance organizers22 Building vocabulary20 Interactive games20 Student discussion/chunking17 *Haystead, M. W. & Marzano, R. J. (2009). Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on Instructional Strategies

24. *Hattie, J (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Strategies & Average Percentile Gain on Achievement* Strategies Percentile Gain Feedback37 Instructional Quality34 Instructional Quantity30 Direct Instruction29 Graded homework29 Acceleration27 Remediation/feedback24 Personalized instruction21 Challenge of goals20 Peer Tutoring19 Mastery Learning19 Questioning16 Advance Organizers14 Simulation and games13 Computer-assisted instruction12 Instructional media12

25. Basic Component: Assessment (Lesson Plan)

26. Basic Component: Assessment (Lesson Observation)

27. The Power of Formative Assessment “…the most powerful single influence enhancing achievement is feedback.” Feedback from teachers to students (e.g., specific feedback on strengths and areas for improvement) Feedback from students to teachers (e.g., what they know and do not know, effectiveness of strategies) “…the most powerful single influence enhancing achievement is feedback.” Feedback from teachers to students (e.g., specific feedback on strengths and areas for improvement) Feedback from students to teachers (e.g., what they know and do not know, effectiveness of strategies) *Hattie, J (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement.

28. Basic Component: Supporting Resources (Lesson Plan)

29. Basic Component: Supporting Resources (Lesson Observation)

30. Question 2 How do we measure the quality of the basic components of our Taught Curriculum?

31. How do these pieces fit together? Review a Lesson Plan and a Lesson Observation using the tools.