Curriculum Congruence

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Curriculum Congruence

• Are we teaching to the standards?

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The Day _at_ a Glance

• Welcome Introductions
• Personal Goal Setting
• Jump Start Your Thinking
• Evidence Procedures
• Curriculum Tuning
• SIP
• ATLAS Learning from Student Work
• Checking for Understanding
• Transfer

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Standard

• Declarative
• Participants will know
• Four processes (rubrics, SIP, ATLAS Learning from
  Student Work, and Curriculum Tuning) that can be
  used to examine student work.
• The relationship amongst the four processes.
• Procedural
  Participants will be able to
• Conduct a protocol
• Use a rubric for scoring
• Examine student work for alignment to standards

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Assessment TaskWhat Can Student Work Tell Us?

• Use the rubric to score the work.
• Use the curriculum tuning process to determine
  the placement of the assignment.
• Use a protocol to conduct a session for examining
  student work.
• When you are finished create a graphic
  representation that shows the relationship
  amongst these three processes and student work.

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Welcome Introductions

• Personal Goal Setting
• Jump Start Your Thinking

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Personal Goal Setting

• Given the standard for this session and the task
  you will be asked to accomplish at the conclusion
  of this session, what personal learning goal will
  you set for yourself?

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Jump Start Your Thinking!
Write a short poem about nature.
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Adapted from Spandel, Vicki. (2001). Creating
Writers Through 6-Trait Writing Assessment and
Instruction. New York Addison Wesley Longman,
Inc
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Just for Practice
Star Torch II, an anthology of student writings
funding provided by TITLE IV INDIAN EDUCATION ACT
funds. Gallup-McKinley County Public Schools 1977.
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Evidence Procedures

• Curriculum Tuning
• SIP
• CASL

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3 Key Processes For Improving Academic Achievement
Standards Curriculum
Billions of dollars have been spent on aligning
only 2 of the 3 key processes. Research has
proven all three of these processes must be
aligned to improve student performance
Student Achievement
Instruction
Assessment

• Learning Bridges is the FIRST to align the third
  key process Instruction

Confidential Property of Learning Bridges? April,
2001
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What is Curriculum Tuning?

• Curriculum Tuning is the collection and analysis
  of student assignments to determine alignment to
  state standards.
• DataWorks Educational Research Hollingsworth
  Ybarra
• www.dataworks.com

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Method

• Collection
• Calibration
• Analysis
• DataWorks Educational Research Hollingsworth
  Ybarra
• www.dataworks.com

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What do you learn?

• Most importantly, you learn whether classroom
  assignments are on grade level.
• You will learn about the breadth of the coverage
  of the standards. Are all the standards being
  taught?
• You will learn where the student assignments are
  coming from the teacher, the textbook, etc.
• You will learn the type of work the students are
  doing teacher-guided, independent practice,
  tests and quizzes, homework, etc.
• You will learn the distribution of grades being
  given by the teachers.
• DataWorks Hollingsworth Ybarra

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Tuning

• What standard(s) is this assignment addressing?
• What type of assignment is it?
• Reflection
• DataWorks Hollingsworth Ybarra

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Limitations

• Only paper-and-pencil artifacts
• By time.
• DataWorks Hollingsworth Ybarra
• www.cascd.org/analyzinginstruction.html

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Protocols?

• A protocol consists of agreed upon guidelines for
  a conversation/process.
• When followed, protocols can be vehicles for
  building the skills and culture necessary for
  collaborative work.
• www.teachercollegepress.com/pdfs/mcdonaldprot.rtf

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Why use a protocol?

• Protocols help teachers
• to ask challenging questions.
• to listen.
• to make the most of collaborative time.
• to have in-depth, insightful, conversation.
• www.teachercollegepress.com/pdfs/mcdonaldprot.rtf

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Teacher Comment

• "I look at the kinds of mistakes my students
  make," she explains. "I figure out where they
  went wrong, and I ask myself What do I need to
  do differently so they get it?"

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What's a protocol look like?

• 8-12 teachers and administrators in a circle.
• One presenter, a teacher bringing forth student
  work.
• A facilitator to monitor the protocol.
• Clarifying questions
• Probing questions
• Feedback
• Reflection
• 45 minutes to 1.5 hours.
• www.teachercollegepress.com/pdfs/mcdonaldprot.rtf

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Sources of Student Work

• Written work (or artwork) from several students
  in response to the same assignment.
• Several pieces of work from one student in
  response to different assignments.
• Three or four samples of the same assignment
  which represent different performance levels.
• Work done by students working in groups (include
  work of at least two groups that were given the
  same assignment).
• Videotape, audio tape, and/or photographs of
  students working, performing, or presenting their
  work.
  DataWorks Hollingsworth Ybarra

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Focusing Question

• Prepared by the presenting teacher
• Focus
• inputs-the assignment, teachers support of
  student performance
• or
• outputs-quality of student work, teachers
  assessment of the work
• How can I support higher quality presentations?
  (input)
• What evidence of mathematical problem solving is
  there in the student work? (output)

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Standards in Practice (SIP)by Ed Trust

• A protocol for examining student work as measured
  against standards.
• Requires
• The original assignment
• Agreed upon scoring
• Several samples of student work

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Standards in Practice

• Do Assignment
• Analyze the Task
• Identify the Standards
• Generate or Review Scoring Guide
• Score
• Determine What Students Know and Can Do
• Reflect
• Education Trust, Washington, D.C.

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ATLASLearning From Student Work

• Selecting Student Work
• Sharing and Discussing Student Work
• Reflecting on the Process
• Atlas Communities, Collaborative Assessment
  Conference

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Reflective Teaching

• The Presenting Teacher Reflects by
• looking for evidence of student thinking
• listening to colleagues thinking
• reflecting on own thinking
• ATLAS Learning From Student Work

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ATLAS Learning from Student Work

• 2 Getting Started
• 10 Looking at the Student Work
• 10 Interpreting the Student Work
• 10 Implications for Classroom Practice
• 10 Reflecting on the Process
• ATLAS Education Development Center
• For more information See Protocols Looking
  at Work Collaboratively Annenberg Institute

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Checking for Understanding
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Assessment TaskWhat Can Student Work Tell Us?

• Use the rubric to score the work.
• Use the curriculum tuning process to determine
  the placement of the assignment.
• Use a protocol to conduct a session for examining
  student work.
• When you are finished, create a graphic
  representation that shows the relationship
  amongst these three processes and student work.

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Transfer
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Reflecting on Your Thinking!
Write a short poem about maximizing student work.
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T'd UP!
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Ting it up for Trainers
T'd UP