AAA Curriculum Design and Delivery:

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AAA Curriculum Design and Delivery
Developing Interventions that Align, Advance, and
Assimilate into the Content and Contexts of
Schools

• IES Conference
• Washington, DC
• June 2006
• Deb Simmons
• Texas AM University
• Scott Baker
• University of Oregon
• Mike Coyne
• University of Connecticut

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The path from design delivery to evidence may
involve a number of detours and redirects.
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Session Questions

• What are the critical curriculum design
  delivery features for intervention research?
• How do these differ across content, grade/age,
  teacher characteristics, administrative units,
  etc.?

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What lessons have we learned from IES development
efficacy projects?
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Goal 2 Development Grants are about developing
and testing ideas.

• Goal Two develop programs, practices, and
  policies that are theoretically and empirically
  based and obtain preliminary (pilot) data on the
  relation (association) between implementation of
  the program, practice, or policy and the intended
  education outcomes.

www.ies.ed.gov
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There are some fundamental design delivery
dimensions to consider along the theory gt
curriculum gt implementation gt evidence road.
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Big Idea Curriculum development and
design must be situated in the context and
content of classrooms. This doesnt mean that
we must capitulate to the status quo, rather we
must help establish the efficacy of new ways of
thinking doing.
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Curriculum Design Principles

• Big Ideas
• Strategic Integration
• Conspicuous Strategies
• Primed Background Knowledge
• Judicious Review
• Mediated Scaffolding
• (Kameenui, Carnine, Dixon, Simmons Coyne,
  2002)

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What other curriculum dimensions must be
considered in development efficacy grants?

• Curriculum Content What is taught ---the
  official curriculum or planned curriculum.
• Curriculum Context The conditions---when where
  curriculum is implemented.
• Curriculum Design Selection, schedule, and
  organization of information and content.
• Curriculum Delivery Process professional
  development used to implement the curriculum.

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Curriculum design and delivery must covary with
content and context.
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Enhancing the Quality of Expository Text
Instruction Comprehension through Content and
Case-Situated Professional Development Year 01
Design Experiment

• Texas AM University
• University of Texas - Austin
• IES Goal 2 Development Grant
• Teacher Quality/Reading Writing

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Texas AM University of Texas Personnel

• Deborah Simmons PI
• Sharon Vaughn Bill Rupley - Co-PIs
• Angie Hairrell Meaghan Edmonds Project
  Coordinators
• Vic Willson Statistician
• Ron Zellner Technology Specialist
• Kristi Cleere Project Specialist
• Glenda Bryns, Brandi Kocian, Kelly Lawrence
  Graduate Assistants

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Research Question for Teacher Quality

• What combination of professional development
  strategies and supports effectively help teachers
  
• Develop knowledge of effective vocabulary and
  comprehension instruction and
• Implement evidence-based practices in their
  social studies instruction?

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Proposed Outcomes

• Case-situated professional development program 3
  vocabulary and 3 comprehension routines.
• Instructional lesson plans with technology
  supported strategies to implement cases.
• Reports on evidence collected about the efficacy
  as reflected by student teacher performance.

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Experimental Design
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Teacher quality includes knowing content
and knowing how to teach. More than 8 million
students in grades 4-12 are struggling readers
(USDOE, 2003) and social studies textbooks pose
particular challenges because of the unfamiliar
content.
Goal How to develop the quality of teachers
vocabulary and comprehension instruction in
social studies content.
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Design by Content ConsiderationsQuadrant 1

• Accountability Relevance
• How does what you teach align with state
  standards, district expectations?
• Alignment with naturally occurring units
  (weeks, modules, themes, cases)
• How will the units of your curriculum be
  organized and must they align with the existing
  units?
• Scope Comprehensive or specific
• What is the scope of your curriculum. Will it
  address all of a content area or a specific
  feature?
• Supplement or supplant current materials
• Will your curriculum provide stand alone
  materials or will you use existing materials?
• Integration of strategies with existing materials
• How will your intervention fit with existing
  materials?
• Overall Intervention Design
• How will you scaffold strategy introduction?

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Curriculum Content Social Studies
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Accountability ResponsibilityDesign
question How does what you teach align with
state standards, district expectations? Lesson
Learned If we asked for social studies time, we
would be responsible for and accountable for
social studies learning.
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Vocabulary Comprehension Standards

• Vocabulary
• Use multiple reference aids, including a
  thesaurus, a synonym finder, a dictionary, and
  software, to clarify meanings and usage (4-8)
• determine meanings of derivatives by applying
  knowledge of the meanings of root words such as
  like, pay, or happy and affixes such as dis-,
  pre-, un- (4-8) and
• Study word meanings systematically such as across
  curricular content areas and through current
  events (4-8).
• Reading/Comprehension
• Monitor his/her own comprehension and make
  modifications when understanding breaks down such
  as by rereading a portion aloud, using reference
  aids, searching for clues, and asking questions
  (4-8)
• Determine a text's main (or major) ideas and how
  those ideas are supported with details (4-8)
• Paraphrase and summarize text to recall, inform,
  and organize ideas (4-8)

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Sample Social Studies Content Standards

• History. The student understands the similarities
  and differences of Native-American groups in
  Texas and the Western Hemisphere before European
  exploration.
• History. The student understands the causes and
  effects of European exploration and colonization
  of Texas and the Western Hemisphere.
• History. The student understands the causes and
  effects of the Texas Revolution, the Republic of
  Texas, and the annexation of Texas to the United
  States.

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How We Demonstrated Accountability Alignment
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Alignment If the unit of instruction doesnt
fit the content or the context, it is unlikely to
be implemented optimally.

• How will the units of your curriculum be
  organized and must they align with the existing
  units?
• We worked with six-week units defined by
  district and operationalized by social studies
  chapters (roughly).
• Challenge Designing the instructional
• strategies to fit the 6-week units.

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What if you are working with multiple districts
that have different programs?
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What Does Your Curriculum Promise and What Does
it Replace?

• Scope Comprehensive or specific?
• What is the scope of your curriculum Will it
  address all of a content area or a specific
  feature?
• Supplement or supplant current materials
• Will your curriculum provide stand alone
  materials or will you use existing materials?
• Challenge How to make vocabulary instruction
  more comprehensive.

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The Earliest Texans
were
hunters who later began to farm and settle in
communities
________provide information about the earliest
Texans. About 10,000 years ago the
_______________ of the first people in North
America arrived in Texas. They hunted animals
for food, clothing, and shelter. They also
traded flint from a______ in the Texas
Panhandle. About 2,000 years ago their______
changed and the earliest Texans began
practicing __________.
Vocabulary List agriculture Native
Americans artifacts quarry trading goods
culturedescendants
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Which vocabulary strategies best fit social
studies content?

• Activate and Build Background Knowledge
• Conceptual Organizers Semantic Features
  Analysis
• High Priority Words/Tier 2 Words
• Context Clues
• Morphemic Analysis
• Formative Assessment
• Multiple exposures
• Cumulative review
• Depth of processing

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Integration How to Integrate Evidence-based
Practices into Existing Text Curriculum

• Strategy Begin with existing evidence-based
  practices
• Goal Not to create new practices but to
  integrate components into instructional routines.
  
• Challenge Which strategies to select and how to
  organize them for maximal power and ease of use.

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Integrate Multiple Strategies
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What design unit fits the content context?
Cumulative progressive design

• Case Design 3 Cases for Vocabulary Three Cases
  for Comprehension
• Each Case 6 Weeks
• Each Case added a new strategy to the base
  strategy
• Each Week 3 days per week
• Each day 30 minutes

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Intervention Design How will you scaffold
strategy introduction?
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Design X Context ConsiderationsQuadrant 2

• What is the optimal lesson length for student age
  and grade?
• What is the optimal involvement of teachers in
  the development of materials/intervention?
• What is the involvement of teachers in the
  piloting of materials/intervention?

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Delivery X Content ConsiderationsQuadrant 3

• Will curriculum content supplement or supplant
  instruction?
• Who will deliver intervention and are there
  special characteristics of these individuals?

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Delivery by ContextQuadrant 4

• Will additional resources be required to deliver
  the intervention?
• Is technology required/available?
• What is the time required in relation to time
  available?
• When will PD occur?
• Will intervention be a time supplement or
  supplant?
• Does the intervention delivery align with natural
  social studies instructional periods? (30 minutes
  per day)
• What is start date of intervention?
• What is the length of the intervention? (End
  before TAKS testing)
• Personnel Who will deliver?
• Grouping Structure Does the grouping structure
  parallel conditions of the classroom?

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• For a copy of this presentation
• http//teacherquality.tamu.edu