Title: Curriculum
1Curriculum Instruction
2- Spectacular achievement is always preceded by
unspectacular preparation. - Roger Staubach
3Factors Associated withHigh Achieving Schools
- Focus on clear standards and goals.
- Daily presence of visible principal.
- A faculty of teachers ensuring that all are
taught and learn the standards. - Gordon Cawelti Education Research Service
4Factors Associated withHigh Achieving Schools
Cont.
- Teachers working collaboratively to focus on
student learning. - Concentration over a period of time on the
changes needed to improve learning. - Gordon Cawelti Education Research Service
5Curricular Chaos
Reported
Written
Taught
Tested
6District 91 Curriculum Unity Model
Taught
Reported
Written
Tested
7Traditional Report Card
Taught
Written
Tested
Reported
8Without guaranteed viable curriculum, four
variables predict student achievement
- Type of community
- Poverty rate
- The education of their parents
- Number of parents in home
9Idaho Content Standards Webpage
10Idaho Content Standards Webpage
11Talking the Talk
- Coordination Geometry is geometry is geometry
- Articulation Avoiding gaps or unnecessary
overlaps over a students entire school career - Alignment The match between taught curriculum
and tested curriculum.
12Three Levels of Alignment
The test
Test
Test
Teaching
Teaching
Teaching
Surface Alignment
Deep Alignment
No Alignment
13Four Lenses of Learning
14The Achievement Lens
- How are we doing compared to everyone else?
- Other Districts?
- Other Buildings?
- Other Classrooms?
- Other Students?
15The Proficiency Lens
How are we doing against the state selected cut
score? What percentage of our students is
proficient? Ex If the cut score for
mathematics at 10th grade is 242, what percentage
of our students has reached or exceeded that
score??
16The Growth Lens
How much growth did our students make this year
from fall to spring? Ex Whether students have
reached a cut score or not, how much growth did
they make in our district in one year? Six months
worth? Two years worth?
17The Instructional Lens
Using the data available from state, district,
and classroom assessments, what do principals,
teachers, etc. need to change or do to make sure
that all students are learning the curriculum?
18Do Tests Improve Learning?
No.
Learning only improves if we change what we are
doing based on what we learn from the test
results. Allan Olson, NWEA
19Tests, by themselves, do not improve learning,
any more than a thermometer reduces fever.
(Hubert, 2000)
20The main factor in improving achievement is a
knowledgeable, skillful teacher. (Breaux
Wong, 2003)
21Average School/ 50th 50th Average Teacher
Highly Ineffective School/ 50th 3rd Highly
Ineffective Teacher
Highly Effective School/ 50th 37th Highly
Ineffective Teacher
Highly Ineffective School/ 50th 63rd Highly
Effective Teacher
Highly Effective School/ 50th 78th Average
Teacher
Highly Effective School/ 50th 96th Highly
Effective Teacher
22Teacher Effectiveness (Randall, 2001)
- In a study, researchers determined that students
assigned to three effective teachers in a row
grew from the 59th to 76th percentile in three
years. A different group, assigned to three
ineffective teachers for three years dropped from
the 60th to the 42nd percentile in the same time
period.
23A Little History
- Practically, if not idealistically, poor
education for many students was not a social
problem when plenty of low-skilled jobs offering
good wages were to be had. It is a problem today
when most jobs demand much greater competence. - Linda Darling-Hammond, Teacher and Professor
24A Look at the Future
- In 1950 there were sixteen workers for every
person on social security by 2010, there will be
only three (SSA, 1996). If not all of these
potential workers are productive, our nations
social compact will crumble. - Linda Darling-Hammond
25A Look at the Future
- High school dropouts now have less than one
chance in three of finding work, and if they do
find a job, they typically earn less than half as
much as they would have twenty years ago. - William T. Grant Foundation, 1988
26Two things U.S. schools have never before been
called upon to do
- To teach for understanding. That is, to teach all
students, not just a few, to understand ideas
deeply and perform proficiently - To teach for diversity. That is, to teach in ways
that help different kinds of learners find
productive paths to knowledge as needed.
27Critical QuestionsProcess
- Discuss Critical Questions in small groups
- List all questions, concerns, and ideas
- Rank each listing
- 1 Total Agreement/Key Point
- 2 Important Point/Save for later
- 3 Save for later
- Report all 1s from each group to large group
-
28Critical Question 1
- What interventions can be provided to students in
order for the district to improve in the
identified areas of AYP? -
29ISAT Graduation Cut Scores
30ISAT AYP Percent Proficient Targets Approved by
State Board of Education Aug. 2006
31What happens when AYP is not met
32Critical Question 1Discussion and Ranking
- What interventions can be provided to students in
order for the district to improve in the
identified areas of AYP? -
33Critical Question 2
- Are we committed to reporting the written
curriculum K-12? If so, what are the barriers to
implementation?
34Traditional Report Card
Taught
Written
Tested
Reported
35Standards Based Report Card
Taught
Reported
Written
Tested
36Critical Question 2Discussion and Ranking
- Are we committed to reporting the written
curriculum K-12? If so, what are the barriers to
implementation?
37As an educator, it is impossible to go through a
school day without impacting someones life.
38for better or for worse.
39What a great responsibility.
40What an even greater opportunity.