1. Designing Local Curriculum Module 5

2. Objective To assist district leadership facilitate the development of local curricula

3. Proposed “I Can” Statements Establish well-crafted, focused, valid, and clear documents to direct teaching. Align program and instructional resources with the standards and provide student equality and equity Establish clear expectations for monitoring and accountability Include effective district and school planning, staff development, and resource allocation, and provide a quality learning environment From: 50 Ways to Close the Achievement Gap

4. Pre-assessment High level thinking activity that requires participants to use the terminology in a meaningful way –To get at vocabulary or key terms in this module (e.g. Unpacking, Scope & Sequence…)

5. Defining Local Curriculum Part One

6. The Department of Public Instruction Develops and Deploys STANDARDS The District Develops LOCAL CURRICULUM The Teachers Design INSTRUCTION Student Achievement is a Shared Responsibility

7. Background Information Video Clip (pd360)

8. STANDARDS Define the knowledge and skills students should have within their K-12 education careers to prepare them for higher education or work Common Core and Essential Standards –Major Concepts –Clarifying Objectives –Assessment Prototypes

9. LOCAL CURRICULA Articulate district expectations regarding scope, sequence, and achievement benchmarks for each content area Local Curricula may have a variety of components: –Clear Objectives –Instructional Timeline –Cognitively-Challenging –Check Points –Local Rubrics and Scoring Guides –Resources

10. Local curricula provide teachers a basis for planning lessons and evaluating students based on standards administrators and teacher leaders a basis for preparing, coaching and monitoring teachers –Including, but not limited to course overviews, scope and sequences, curriculum guides, sets of common objectives, (local unpacking) Posner 2004 This helps to validate our previous statements

11. INSTRUCTION Provides learning experiences, aligned with local curriculum expectations, to prepare students to meet the standards set by the state Instruction includes but is not limited to: Essential Learning Outcomes Engagement Practice Feedback Redirection/support/extension Assessment Readjustment to Learning Progression

12. Determine Focus & Administrator Planning Part Two

13. Role of Design Team Role Criteria for Team Selection Process Expansion as needed

14. What is the focus of the Design Team’s Work?

15. Timeframe 2010 Adopt Standards 2012-2013 Implementation 2012-2013 State Assessment 22014-2015 SBAC Assessment Dropdown Menu

16. Where do We Begin? What do we have to work with? ELAMATHSCIENCESOCIAL STUDIES ESL ARTSModern Languages Need overview activity that relates to our module

17. Review data/align with existing priorities, plans, and goals School Improvement Plan Goals RttT Plan Goals Outcomes of Priority Initiatives Process to Grow Teacher Leaders Characteristics of teachers and learners Effectiveness of PD Available funds Need specific activity that demonstrates a broad definition of data and relevance to participant

18. What does your data tell you? (List with icons various sources of data to consider and include the readiness chart from earlier……) What do your instructional leaders (other stakeholders) say?

19. Activity – Prioritize Data? Timeline?

20. Effective Curricular Resources and Tools Provide 1. Some clues about the problem to which the curriculum was responding and the kinds of experts included in the development process. 2. A clear idea of what students are supposed to learn, i.e., learning objectives; what teachers are supposed to teach, i.e., content; and in what order it should taught and learned, i.e., sequence. 3. A clear idea about why these learning objectives and content are important: i.e., rationale, sometimes called the philosophy. 4. Some guidance, whether in the form of suggestions or prescriptions, as to how to teach the objectives and content, i.e., teaching strategies. 5. An indication of how the curriculum and the students should be or have been evaluated and what the results were. 6. An indication of whether the curriculum has been implemented; if not yet implemented, for what situations it would be appropriate; if already implemented, what happened when it was. Posner, 2004

21. This is a continuous process. Once you have reached the embedded stage, select new priorities and continue to monitor your embedded practices.

22. Developing Local Curricula Part 3

23. Local Curricula Should: Establish well-crafted, focused, valid, and clear documents to direct teaching. Align program and instructional resources with the standards and provide student equality and equity Establish clear expectations for monitoring and accountability Include effective district and school planning, staff development, and resource allocation, and provide a quality learning environment From: 50 Ways to Close the Achievement Gap

24. Local Curricula Need… –Standards Unpacking –Scope and Sequence –Objectives –Curriculum Guides –Curriculum Monitoring

25. Sequence/ Instructional Calendar Student-Centered Objectives (Relevance) Measureable Objectives Rigorous Objectives (Cognitive Type) Expected Outcomes Academic Expectations & Learner Monitoring/PLCs Curriculum Monitoring/ Coaching/PLCs Assessments (Formative, Unit/Lesson, Benchmark, Summative …and may include…

26. How do we start building one curriculum area? Think about all of your existing resources (Box) Determine/Establish a Format/Template for various district curriculum documents

27. Content Standards Pacing Guides Unit Plans Lesson Plans Instructional Activities Assessments

28. Local Curricula Placeholder for elements of local curricula (This incorporates and organizes slides 24 & 25) –Scope and Sequence –Articulate horizontal & vertical alignment –(Curriculum alignment) –(Pacing Guides?) –Objectives –Student-Centered Objectives (Relevance) –Measureable Objectives –Rigorous Objectives (Cognitive Type –Curriculum Guides –Resources (Box) –Establish Format/Template –Instructional Calendar –Curriculum Monitoring –Assessments (Formative, Unit/Lesson, Benchmark, Summative) –Coaching/PLCs Choose one to design. You should use the questions in the notes as guidance

29. Post Assessment?

30. Local Exemplars? Content Examples?

31. Closure Connection with Professional Standards?

33. STEPS TO FULL IMPLENTATION  Monitor teacher progress (continuous process)  Provide support when needed  Monitor student progress to mastery of standards on a broad scale i.e. summative level – statewide, district wide, school wide  Is the practice embedded in the way curriculum is developed and sustained over time?

34. Curriculum Analysis Questions 1.On what curriculum and standards documents and other resources will you base your analysis? Which state and national standards are relevant to the curriculum you have chosen? 2.On what aspects of the analysis do the standards documents focus? 3.On what aspects do the curriculum documents focus? 4.What limitations in documentation do you find? Posner, 2004

35. Teachers Are Expected To: Work collaboratively to create a professional learning community in order to plan instruction appropriate for students.

36. Teachers Are Expected To: Collaborate with their colleagues and use a variety of data sources for short and long range planning based on the North Carolina Standard Course of Study.

37. What Pieces Make Instructional Planning and Teaching Happen ? Learning Activities Pacing Guides Lesson Plans Content Standards Assessments Unit Plans (Cool Interesting Activity Here)

38. Define it: What is it we expect students to learn? Measure it: How will we know when they have learned it? Scaffold it: How will we respond when they don’t learn it? Extend it: How will we respond when they already know it? Professional Learning Communities Require Guidance to help: It is the Local Curriculum that provides this guidance

39. Content Standards Pacing Guides Unit Plans Lesson Plans Instructional Activities Assessments Instructional Planning

40. If learning to cook was a content expectation in North Carolina Public Schools It might look something like this:

41. Work collaboratively with all school personnel to create a professional learning community Provides structures for the development of effective professional learning communities aligned with the school improvement plan, focused on results, and characterized by collective responsibility for instructional planning and for 21st century student learning Provides for the development of effective professional learning communities aligned with the district strategic plan, focused on results, and characterized by collective responsibility for 21 st century student learning