Curriculum, Instruction,

1
Curriculum, Instruction, Assessments Aligned
with State Standards

• Nine Characteristics of High-Performing Schools

School Improvement Webinar January 28, 2009
2
Student Achievement
Components of Alignment
Nine Characteristics of High-Performing Schools ,
Second Edition, June 2007
3
Improvement in achievement takes place most
directly at the classroom level. For substantial
improvement in achievement, the focus should be
at this level and emphasize instruction and
assessment aligned with state educational
standards. Herbert Walberg page 77

• Handbook on Restructuring and Substantial School
  Improvement edited by Herbert Walberg from the
  Center on Innovation and Improvement

4
Ten Indicators for Changing and Monitoring
Instruction

• 1
• Align instruction with state standards.

Handbook on Restructuring and Substantial School
Improvement edited by Herbert Walberg from the
Center on Innovation and Improvement
5
Ten Indicators for Changing and Monitoring
Instruction

• 2
• Align computer-managed summative testing with
  state standards

Handbook on Restructuring and Substantial School
Improvement edited by Herbert Walberg from the
Center on Innovation and Improvement
6
Ten Indicatorsfor Changing and Monitoring
Instruction

• 3
• Align formative testing and informal evaluation
  with state standards

Handbook on Restructuring and Substantial School
Improvement edited by Herbert Walberg from the
Center on Innovation and Improvement
7
Ten Indicators for Changing and Monitoring
Instruction

• 4
• Employ quick feedback from classroom tests to
  evaluate progress

Handbook on Restructuring and Substantial School
Improvement edited by Herbert Walberg from the
Center on Innovation and Improvement
8
Ten Indicators for Changing and Monitoring
Instruction

• 5
• Monitor class and group progress with respect to
  standards mastery

Handbook on Restructuring and Substantial School
Improvement edited by Herbert Walberg from the
Center on Innovation and Improvement
9
Ten Indicators for Changing and Monitoring
Instruction

• 6
• Re-teach topics and skills for which there is
  insufficient progress

Handbook on Restructuring and Substantial School
Improvement edited by Herbert Walberg from the
Center on Innovation and Improvement
10
Ten Indicators for Changing and Monitoring
Instruction

• 7
• Extend learning time for topics and skills that
  lack sufficient progress

Handbook on Restructuring and Substantial School
Improvement edited by Herbert Walberg from the
Center on Innovation and Improvement
11
Ten Indicators for Changing and Monitoring
Instruction

• 8
• Devote resources to monitoring classroom practice

Handbook on Restructuring and Substantial School
Improvement edited by Herbert Walberg from the
Center on Innovation and Improvement
12
Ten Indicators for Changing and Monitoring
Instruction

• 9
• Devote resources to remedying ineffective
  classroom practices

Handbook on Restructuring and Substantial School
Improvement edited by Herbert Walberg from the
Center on Innovation and Improvement
13
Ten Indicatorsfor Changing and Monitoring
Instruction

• 10
• Focus efforts on helping parents to help children
  meet standards

Handbook on Restructuring and Substantial School
Improvement edited by Herbert Walberg from the
Center on Innovation and Improvement
14
Comprehensive Assessment Plan
15
Comprehensive Assessment Plan
16
Comprehensive Assessment Plan
17
Comprehensive Assessment Plan
18
Comprehensive Assessment Plan
19
Comprehensive Assessment Plan
What assessments does your school have in place
for each category?
20
Screening for Reading
PASS
FAIL
Assess comprehension and vocabulary skills
Instruct at grade level or provide enrichment
If low
Assess fluency skill
Provide intervention for comprehension and
vocabulary
If at grade level

If low
Assess phonics or multi-syllabic decoding skills
Provide intervention for fluency plus
If at grade level
If low
Assess phonemic awareness skills
Provide intervention for phonics plus
If at grade level
Provide intervention for phonemic awareness plus
If low
21
Screening for Reading
SCREENING
PASS
FAIL
Assess comprehension and vocabulary skills
Instruct at grade level or provide enrichment
If low
Assess fluency skill
Provide intervention for comprehension and
vocabulary
If at grade level

If low
Assess phonics or multi-syllabic decoding skills
Provide intervention for fluency plus
If at grade level
If low
Assess phonemic awareness skills
Provide intervention for phonics plus
If at grade level
Provide intervention for phonemic awareness plus
If low
22
Screening for Reading
SCREENING
PASS
FAIL
Assess comprehension and vocabulary skills
Instruct at grade level or provide enrichment
If low
Assess fluency skill
Provide intervention for comprehension and
vocabulary
If at grade level
DIAGNOSTIC

If low
Assess phonics or multi-syllabic decoding skills
Provide intervention for fluency plus
If at grade level
If low
Assess phonemic awareness skills
Provide intervention for phonics plus
If at grade level
Provide intervention for phonemic awareness plus
If low
23
Screening for Reading
SCREENING
PASS
FAIL
Assess comprehension and vocabulary skills
Instruct at grade level or provide enrichment
If low
Assess fluency skill
Provide intervention for comprehension and
vocabulary
If at grade level
DIAGNOSTIC

If low
Assess phonics or multi-syllabic decoding skills
Provide intervention for fluency plus
If at grade level
PROGRESS MONITORING
If low
Assess phonemic awareness skills
Provide intervention for phonics plus
If at grade level
Provide intervention for phonemic awareness plus
If low
24
Screening for Reading
SCREENING
PASS
FAIL
OUTCOME ASSESSMENT
Assess comprehension and vocabulary skills
Instruct at grade level or provide enrichment
If low
Assess fluency skill
Provide intervention for comprehension and
vocabulary
If at grade level
DIAGNOSTIC

If low
Assess phonics or multi-syllabic decoding skills
Provide intervention for fluency plus
If at grade level
PROGRESS MONITORING
If low
Assess phonemic awareness skills
Provide intervention for phonics plus
If at grade level
Provide intervention for phonemic awareness plus
If low
25
Self AssessmentUsing Indicators of Substantial
School Improvement
Handbook on Restructuring and Substantial School
Improvement edited by Herbert Walberg from the
Center on Innovation and Improvement