curriculum assessment instruction

CURRICULUM / INSTRUCTION /ASSESSMENT

C/I/A-1

CURRICULUM / INSTRUCTION / ASSESSMENT

C/I/A-2

Instructional Leadership Development Frameworkfor Data-driven Systems

QUALITYSTUDENT

PERFORMANCE

ETHICS AND INTEGRITY

Curriculum/Instruction/Assessment

Supervision

ProfessionalDevelopment

OrganizationalManagement

CULTURE

Communication and Community

Partnerships

Learner-Centered High Expectations

Collaborative Continuous Improvement


C/I/A-3

Lone Star Middle School Data Review

• Review and analyze the additional data on pages 18 through 21.

• Discuss at your table what the data indicates.


C/I/A-4

Lone Star Middle School Site-Based Decision-Making Committee

• Observe a meeting of the facilitator presenting assessment data to the site-based decision-making team.

• Record some observations from the video.


C/I/A-5

Lone Star Middle School Data Review

• Review and analyze the additional data on pages 9 and 14.

• Discuss at your table what the data indicates.


C/I/A-6

• Observe a meeting of the social studies department as performance data is discussed.

• Jot down some of your observations.

Lone Star Middle School Social Studies Department Meeting


C/I/A-7

Continuous Improvement ProcessNeeds Assessment•Data collection•Analysis

Goals & Objectives

Strategies &Activities

Professional Development & Sustained Support

Implementation•Who?•What?•What do we need?

Ongoing Formative Evaluation

Quality

Summative Evaluation

StudentPerformance


C/I/A-8

Continuous Improvement Planning ProcessData Sources for Data-driven Decision-making


Supervision

Professional Development

Communication and Community Partnerships

Organizational Management

Quality

StudentPerformance


C/I/A-9

Premises

• Curriculum, instruction and assessment must be learner-centered and aligned to be effective.

• Ensuring that all Texas students master the state-adopted curriculum is a critical teaching responsibility.


C/I/A-10

• The participant will be able to:

• Use multiple data sources to analyze and make decisions about curriculum, instruction, and assessment to support continuous improvement

• Develop an understanding of learner-centered curriculum, instruction, and assessment and be able to articulate it

Objectives


C/I/A-11

• Recognize learner-centered instructional decisions that address four critical elements:

Objectives (continued)

• Develop an awareness of multiple instructional strategies to meet the various needs of all learners

• Thinking at High Cognitive Levels and Making Connections

• Varied Needs and Characteristics of All Levels• Assessing Student Progress• Alignment of Learning Objectives


C/I/A-12

Teaching and Learning are complex processes composed of

many elements.


C/I/A-13

QualityStudent

Performance

Curriculum: What(state, district, campus, teacher)

Instruction: How(lesson attributes, designs, strategies)

Assessment: To what extent(state, district, campus, teacher)


C/I/A-14

A Shift in Teaching and LearningThe Texas Perspective

• Working at your table and using the items in the envelope marked, “The Texas Perspective on the Shift in Teaching and Learning,” categorize the items under the headings DECREASE and INCREASE.

• Be prepared to discuss as a whole group.


C/I/A-15

A Shift in Teaching and Learning

Decrease• Isolation• Learning is other-directed• Sort and select students• Student differences are masked or acted

upon when problematic• A relatively narrow sense of intelligence

prevails• Whole-class instruction dominates• Tests for pieces of learning• Learning bits of information• Time driven• A single form of assessment• Assessment most common at end of

learning

Increase• Collaboration and communication• Learning is self-directed• All students will learn• Student differences are studied as a

basis for planning• A focus on multiple forms of intelligences

is evident• Many instructional arrangements are

used• Assess for continuous improvement• Learning is relevant and connected to life

and other disciplines• Results driven• Multiple forms of assessment are used• Assessment ongoing and diagnostic

Texas Perspective on the Shift in Teaching and Learning

—Adapted from various Texas Education Agency documents


C/I/A-16

3-2-1 Strategy

1) Recall your “special student.”2) Select 3 practices that you feel would

positively impact your student.3) Discuss 2 of the practices with a partner. 4) Highlight the 1 practice that you feel

would have the potential for the most positive impact on your student.


C/I/A-17

Lesson Attributes

• Objectives and Goals• Engagement and Motivation• Connections and Relevance• Questioning and Inquiry• Feedback and Reinforcement• Monitoring and Assessment• Application


C/I/A-18

Lesson Attributes

Objectives and Goals

The teacher knows what he/she wants the students to know and be able to do at the end of the lesson. Objectives are clear, specific, and include basic knowledge/skills and central themes/concepts of the discipline.


C/I/A-19

Lesson Attributes

Engagement and Motivation

Research makes it clear that all information taken into the brain must first pass an “attentional” threshold. The student must be engaged and interested in the new learning in order to be self-directed/intrinsically motivated and successful in learning.


C/I/A-20

Lesson Attributes

Connections and Relevance

New learning must build on prior knowledge, the “hook” on which to hang the new. Teachers will be most successful when they can connect new information to prior knowledge and to various disciplines, as well as make the learning relevant to the lives and interests of the learners.


C/I/A-21

Lesson Attributes

Questioning and Inquiry

The key to “minds-on” learning and a strong check for understanding is effective questioning and inquiry, both by the teacher and by the student. Instruction should be student-focused, inquiry-based, and directed to students as thinkers and problem solvers.


C/I/A-22

Lesson Attributes

Feedback and ReinforcementTimely, specific, quality feedback helps students understand why they are successful or unsuccessful in learning and results in a higher level and frequency of student commitment to the learning. Students are then able to repeat their effort and succeed or make adjustments in order to be more successful.

Reinforcing prior learning helps students retain knowledge and extend learning as they apply skills in multiple contexts.


C/I/A-23

Lesson Attributes

Monitoring and AssessmentEffective monitoring enables the teacher to have a conscious awareness of where each student is in relation to the learning objective.

Formative and summative assessment takes place during and after the teaching of the lesson objective to provide data regarding mastery of the learning to both the teacher and the student.


C/I/A-24

Lesson Attributes

Application

Brain research supports the opportunity for students to apply new learning, thus making stronger connections and driving the knowledge into long-term memory. Many of the TEKS/TAKS skills require the application of learning.


C/I/A-25

Lesson Attributes

feedback/

reinforcementengagement/

motivation

application

questioning/

inquiry

connections/relevance

monitoring/assessmentobjectives/goals


C/I/A-26

Shift in Teaching and Learning Activity

View a video clip of Cheryl, an eighth-grade social studies teacher, and record your observations.

Discuss at your table the behaviors you observed.


C/I/A-27

Teacher/Student Behaviors

Cheryl Kelley

Teacher Behaviors: Teacher Behaviors:

Student Behaviors: Student Behaviors:


C/I/A-28

Shift in Teaching and Learning Activity

View the video clip of Kelley, another eighth-grade social studies teacher, and record your observations.

Discuss at your table what behaviors you observed.


C/I/A-29

Teacher/Student Behaviors

Cheryl Kelley

Teacher Behaviors: Teacher Behaviors:

Student Behaviors: Student Behaviors:


C/I/A-30

Four Critical Elements of Curriculum, Instruction, and Assessment

• Thinking at high cognitive levels and making connections within and across disciplines

• Addressing the varied needs and characteristics of all learners

• Assessing student progress

• Alignment of learning objectives


C/I/A-31

QualityStudent

Performance


Instruction: How(instructional attributes, designs, strategies)

Assessment: To what extent(state, district, teacher)


Thinking at High Cognitive Levels and Making Connections

Assessing Student Progress

Alig

nmen

t of L

earn

ing

Obj

ectiv

es

Addressing the Varied N

eeds andC

haracteristics of All Learners


C/I/A-32

QualityStudent

Performance







Alig

nmen

t of L

earn

ing

Obj

ectiv

es

Addressing the V

aried Needs

andC



C/I/A-33

Bloom’s Taxonomy

• On a separate sheet of paper, list the levels of Bloom’s Taxonomy in order from least to most difficult.

• Write a brief definition for each level.

• Compare with a partner.

• Compare your work with another pair.


C/I/A-34

Bloom’s Taxonomy

Level Definition


C/I/A-35

Original Terms New Terms

• Creating

• Evaluating

• Analyzing

• Applying

• Understanding

• Remembering

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)


C/I/A-36

Change in Terms• The names of six major categories were changed from noun to verb

forms. • As the taxonomy reflects different forms of thinking and thinking is an

active process verbs were more accurate. • The subcategories of the six major categories were also replaced by

verbs • Some subcategories were reorganized.• The knowledge category was renamed. Knowledge is a product of

thinking and was inappropriate to describe a category of thinking and was replaced with the word remembering instead.

• Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category.

(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003; Pohl, 2000, p. 8)

http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html


C/I/A-37

Change in Emphasis

• More authentic tool for curriculum planning, instructional delivery and assessment.

• Aimed at a broader audience. • Easily applied to all levels of schooling.• The revision emphasizes explanation and

description of subcategories.

(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003; Pohl, 2000, p. 10)

http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html


C/I/A-38

Bloom’s Revised Taxonomy

CreatingCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.

EvaluatingEvaluating

Justifying a decision or course of actionChecking, hypothesizing, critiquing, experimenting, judging

AnalyzingAnalyzing

Breaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, finding

ApplyingApplying

Using information in another familiar situationImplementing, carrying out, using, executing

UnderstandingUnderstanding

Explaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explaining

RememberingRemembering

Recalling informationRecognizing, listing, describing, retrieving, naming, finding

Hig

her-

orde

r th

inki

ng


C/I/A-39

Development of State Curriculum

(SS–Gr. 4)

(SS–Middle)

(SS–High)

Analyze the causes, major events, and effects of the Texas Revolution, including the battles of the Alamo and San Jacinto.

Analyze causes of the American Revolution, including mercantilism and British economic policies following the French and Indian War.

Evaluate the limits on the national and state governments in the U.S. federal system and explain why this new form of federalism was adopted instead of a unitary system.

TEKS


C/I/A-40

Bloom’s Taxonomy and TAKS/TEKS Activity

• In pairs and using the TAKS/TEKS document, H-C/I/A-16, identify the level of Bloom’s taxonomy of the TAKS and TEKS.

• Discuss with your table group.


C/I/A-41

—H. Lynn Erickson—Adapted from Structure of Knowledge

Structure of Knowledge

Concepts Concepts

Topic Topic

PrincipleGeneralization

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

Theory


C/I/A-42

Examining the Structure of KnowledgeTheory: Is a conceptual idea that is yet to be proven.

Principle: A form of generalization, but is a truth that holds consistently through time.

Generalization: Connection/relatedness of two or more concepts.

Concept: An organizing idea, represented by one or two words. Examples have common attributes.

Topic: A category of study with a body of related facts to be learned.

Fact: A statement of truth.

—H. Lynn Erickson—Adapted from Structure of Knowledge


C/I/A-43

Examining the Structure of Knowledge, Continued

Theory

Principle/Generalization

Concept

Topic

Fact

Migration is a psychologically-driven response to meet an internal need.

People migrate to meet a variety of needs. Migration may lead to new opportunities or greater freedom.

Westward Movement

Early American settlers migrated west. Early American settlers looked for new opportunities.

• migration• needs• opportunity• freedom

LEVEL EXAMPLE

-from H. Lynn Erickson


C/I/A-44

8th Grade Mathematics TEKS and the Structure of Knowledge

Theory

Generalization

Concept

Topic

Fact

Reasonable solutions can be justified.

Number operations

ReasonablenessSolutionsRelationshipsJustification

TEKS8.2 (a–d) The student selects and uses appropriate operations to solve problems and justify solutions.

People use formal and informal reasoning to solve problems.

Addition and multiplication are additive properties. Multiplication by a constant factor can be used to represent proportional relationships (e.g., a=1.4x).


C/I/A-45


• Locate the envelope on your table labeled “8th Grade Mathematics TEKS.”

• Place the two additional examples of the 8th grade mathematics TEKS into the blank columns by sorting them according to the Structure of Knowledge.


C/I/A-46


Generalization

Concepts

Topics

Facts

Patterns show relationships that can be used to make predictions.

Percents

RelationshipsPatterns

TEKS8.3 (a–b) The student identifies proportional relationships in problem situations and solves problems.

In proportional relationships: when one variable changes the other variable changes to the same degree in the same way.

8.5 (a–b) The student makes connections among various representations of a numerical relationship.

Patterns show relationships that can be used to make predictions.

RepresentationsSolutionsSequenceRelationships

Algebraic Expressions

Algebraic equations represent proportion relationships. Tables and graphs may represent algebraic expression.


C/I/A-47

• Locate the envelope labeled “Structure of Knowledge Across the Content Areas.”

• Using the contents of the envelope, determine the facts, topics, concepts and generalizations for each of the following TEKS:

Social Studies 8.24 (a-e) Science 8.6 Language Arts 8.12 (a, c, f, g, h, j)

Structure of Knowledge Across the Core Content Areas


C/I/A-48

Structure of Knowledge Across the Core Content Areas

Principle/Generalization

Concepts

Topics

Facts

• Similarities and differences between and among people influence relationships.

• Differences between and among people can create conflict.

Conflict in American Society

InfluenceRelationshipsConflictPatterns

TEKS SS 8.24 (a-e) SS 8.6 (Biology 12) ELA 8.12• There is a relationship of

mutual influence between organisms and their environment.

• Interdependence occurs among living systems.

• Forms of written texts have distinguishing characteristics.

• Different types of texts serve different purposes.

InfluenceRelationshipsSystemsInterdependence

ConflictRelationshipsChange

Ecosystems in the Northern Hemisphere

American Literature During the Civil War

• Conflict between white settlers and Native Americans led to forced migration of the American natives.

• Organisms are organized into species.

• Organisms depend on unique resources to survive.

• Species vary from ecosystem to ecosystem.

• Uncle Tom’s Cabin by Harriet Beecher Stowe was a novel written to influence public opinion concerning slavery.

• Proponents of states’ rights and abolitionists both used written texts to explain their views and influence public opinion.


C/I/A-49

Structure of Knowledge andTEKS/TAKS Activity

• In pairs and using the Social Studies TEKS/TAKS document, identify the level of complexity for 8.1 and 8.24 using the Structure of Knowledge.

• Discuss with your table group.


C/I/A-50

• Locate one copy of the Analysis Tool handout in the participant notebook.

• Find the red dots in your table materials.

• Based on your analysis of the TEKS and TAKS objectives, place a red dot on the Analysis Tool grid for TEKS statement 8.1 and 8.24.

Using the Analysis Tool


C/I/A-51

Facts Topics Concepts Generalizations/Principles

Leve

l of D

iffic

ulty

RememberingUnderstandingApplying

AnalyzingEvaluating

Creating

(8.24)(8.1)

Level of Complexity

Analysis Tool: Bloom’s Taxonomy and Erickson’s Structure

of Knowledge


C/I/A-52

Continuous Improvement in State-level Curriculum and Assessment

Curriculum Assessment

State Adopted

Instruction

?State Adopted


C/I/A-53

• Locate the two examples of classroom social studies units (H-C/I/A-25–26; H-C/I/A-27–30).

• After reviewing the two examples, identify the level of difficulty and level of complexity of the units and place a blue dot for each on the Analysis Tool handout.

The Structure of Knowledge: Classroom Application


C/I/A-54


Leve

l of D

iffic

ulty

(A)

(B)

Level of Complexity


of Knowledge


AnalyzingEvaluating

Creating


C/I/A-55

Review the case study of Cheryl pp. 22-42 and the case study of Kelley on pp. 43-60 in the data packet.

Record some of your observations on the data collection charts.

Share your observations with a partner.

Data Collection Activity


C/I/A-56

Data Collection Charts

Potential Professional Development:

Thinking at High CognitiveLevels

Addressing VariedNeeds

Assessing StudentProgress

Alignment of LearningObjectives

CherylEvidence ImplicationsCritical

Element


C/I/A-57







KelleyEvidence ImplicationsCritical

Element


C/I/A-58

• View the videotape of Cheryl and Kelley and review the case studies.

• Determine the level of difficulty and level of complexity of the various classroom assignments, sample tests, and lesson plans.

Video Activity


C/I/A-59


Leve

l of D

iffic

ulty

(Kelley)

(Cheryl)

Level of Complexity


of Knowledge


AnalyzingEvaluating

Creating


C/I/A-60


many elements.


C/I/A-61

• What are the implications of thinking at high cognitive levels and making connections for my campus?

• What is my responsibility as an instructional leader in this area?

CIA as It Relates to Me

Implications My Responsibility

High Cognitive


C/I/A-62

QualityStudent

Performance







Alig

nmen

t of L

earn

ing

Obj

ectiv

es

Addressing the Varied N

eeds andC



C/I/A-63

“That students differ may be inconvenient, but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high standards, and fairness to students.”

—Theodore Sizer—Horace’s Compromise: The Dilemma of the American High School. 1984


C/I/A-64

What are some characteristics of approaching student needs with a focus on weaknesses?

What are some characteristics of approaching student needs with a focus on strengths?

What are the implications of addressing student needs from each vantage point?

Looking with New Eyes


C/I/A-65

Varied Needs and Characteristics of ALL Learners

Identifying Needs and Characteristics

Addressing Needs and Characteristics


C/I/A-66

• Identify the needs and characteristics of your special student, with one item per sticky note.

• As a table group, discuss the needs of your special students.

Special Student Activity


C/I/A-67

Academic/Learning

Social/Emotional Physiological





C/I/A-68

• Cluster the identified student needs and characteristics by commonalities.

• Review the work of the other table groups.

Special Student Activity


C/I/A-69

Through a range of support services

Through a range of classroom and management strategies

Content Process Product

Academic/Learning






C/I/A-70

Differentiation of instruction is a way of thinking about teaching and learning that advocates beginning where individuals are rather than following a prescribed plan of action.

It is a teacher reacting responsively to a learner’s needs.

“The teacher does not try to differentiate everything for everyone every day. That’s impossible, and it would destroy a sense of wholeness in the class.”

What Is Meant by Differentiation?

Adapted from Tomlinson


C/I/A-71

Ways to Differentiate?

• Content

• Process

• Product


C/I/A-72

“Without large numbers of classrooms where teachers are skilled in meeting varied learners where they are and moving them ahead briskly and with understanding, the number of frustrated and disenfranchised learners in our schools can only multiply.”

—Tomlinson and Allan—Leadership for Differentiating Schools and Classrooms

Importance of Serving Varied Learners


C/I/A-73

• Content mastery• Co-teachers

• Helping teachers• Instructional specialists

• Mentors

• 4-Mat• 5E Model of Instruction• Centers• Choice Boards• Compacting• Contracts

• Cooperative Learning • Flexible Grouping• Group Investigation• Independent Study• Jigsaw• Learning Contract

• Mentorships/Apprenticeships• Portfolios• Problem Based Learning• Stations• Tiered Activities• Varied Questions

Through a range of support services

Through a range of instructional strategies

Content Process Product

Academic/Learning






C/I/A-74

Meeting the Needs of Your

Special Student

• Place the name of your special student on a sticky note.

• Using the chart, select one of the classroom strategies that you feel would help to meet your student’s needs and characteristics.


C/I/A-75








Element


C/I/A-76








Element


C/I/A-77

• Review the case studies for Cheryl and Kelley using this critical element as a filter.

• View the video clips of Cheryl and Kelley.

• Record your observations.

Video Activity


C/I/A-78


many elements.


C/I/A-79

• What are the implications of addressing varied needs and characteristics for various systems, including my campus?




High Cognitive

Addressing Needs


C/I/A-80

QualityStudent

Performance






Thinking at High Cognitive Levels and Making ConnectionsA

lignm

ent o

f Lea

rnin

g O

bjec

tives

Addressing the V

aried Needs and

Characteristics of A

ll Learners


C/I/A-81

Assessment of Student Progress is an integral and essential part of the Continuous Improvement Process.

Seeing the Connection


C/I/A-82

Development of the State Assessment System

1980TABS

TEAMS

TAAS

TAKS

Level of Difficulty

Incl

usio

n of

Stu

dent

s an

d of

Sub

ject

s Te

sted

1982

1990

2003


C/I/A-83

Continuous Improvement ProcessNeeds Assessment•Data collection•Analysis

Goals & Objectives

Strategies &Activities

Quality

Summative Evaluation

StudentPerformance

Professional Development & Sustained Support

Implementation•Who?•What?•What do we need?

Ongoing Formative Evaluation


C/I/A-84

“Assessment isn’t something that comes at the end of a unit to find out what students learned; rather it is today’s means of understanding how to modify tomorrow’s instruction.”

“Assessment always has more to do with helping students grow than with cataloging their mistakes.”

—Tomlinson (1999)—The Differentiated Classroom

Role of Assessment


C/I/A-85

When developing or selecting assessments:

• Identify the PURPOSE,

and then

• Identify the METHOD.


C/I/A-86


• Formative assessment:

• Summative assessment:


C/I/A-87

Types of Classroom Assessments

• Brainstorm examples of classroom assessments that teachers can use.

• Indicate if they are formative or summative.

• If the assessment is formative, how will it impact instruction?


C/I/A-88

How do instructional leaders ensure appropriate, effective use

of formative and summative assessments?

Assessment Implementation


C/I/A-89

Begin with the End in Mind

Adapted from Wiggins and McTighe, Understanding by Design

Thinking First as an Assessor

• Based on the state assessment, what are the students needing to learn and at what level?

• How will I differentiate to meet varied needs and characteristics?

• What performance tasks will best support learning and focus the instructional work?

• What would be the evidence of student learning?

• Against what criteria will I evaluate the work?

• How will I be able to distinguish between those who really understand and those who don’t?

• What misunderstandings are likely? How will I check for those?

Thinking Then as a Designer

• What would be interesting and revealing activities to help assure this learning?

• What resources and materials are available?

• What will students be doing in and out of class? What assignments will be given?

• How will students earn a grade (and can it be justified to their parents)?

• Did the activities work? Why or why not?


C/I/A-90

How will teachers make the shift from thinking as a designer to

thinking as an assessor?

Assessment and Planning


C/I/A-91

Assessing Student Progress Activity

• Examine each teacher’s lesson plan, assessments, and associated TEKS.

Cheryl: Lesson Plan, p. 30Assessment, p. 32TEKS 8.8(c)

Kelley: Lesson Plan, p. 50Assessment, pp. 52-53TEKS 8.8(b)

• Record your observations on the data collection sheets.

• Look at the relationship between the purpose and method of assessment.


C/I/A-92








Element


C/I/A-93

Kelley







Evidence ImplicationsCritical Element


C/I/A-94


Leve

l of D

iffic

ulty

Kelley’s Formative

Kelley’s Summative

Cheryl’s Summative

Cheryl’s Formative

Level of ComplexityAnalysis Tool:

Bloom’s Taxonomy and Erickson’s Structure of Knowledge


AnalyzingEvaluating

Creating


C/I/A-95


many elements.


C/I/A-96

• What are the implications of assessing student progress for various systems, including my campus?




High Cognitive

Addressing Needs

Assessing


C/I/A-97

QualityStudent

Performance




Curriculum/Instruction/AssessmentA

lignm

ent o

f Lea

rnin

g O

bjec

tives



Addressing the V

aried Needs and

Characteristics of A

ll Learners


C/I/A-98

Curriculum Alignment

State

District

Campus/Classroom


C/I/A-99

“…continuous and systematic improvement results when all the aspects of the system are aligned with the goal of enhancing student performance.”

—Peter Senge—The Fifth Discipline

Continuous Improvement


C/I/A-100

AlignmentFenwick English

C

I

A

CIA

C / I / A


C/I/A-101

“Deep alignment is a comprehensive approach to teaching and learning that goes beyond any single measure of the curriculum taught or learned. . .is based on what we call the doctrine of no surprises, that is, children will not be taken by surprise with any form of assessment because alignment is an integral part of the instructional program, not an add on.”

—Fenwick English—Deep Curriculum Alignment

Doctrine of No Surprises


C/I/A-102

Alignment Activity

• Examine Cheryl’s and Kelley’s lesson plans, homework assignments, and assessments.

• Cheryl: p. 30-36• Kelley: p. 50-59

• Refer to handout p. H-C/I/A-48 for the TEKS and TAKS.

• Cheryl: 8.8 (b,c) and 8.30 (d,e)

• Kelley: 8.8 (b)

• Plot the level of curriculum/instruction/assessment for each teacher (red/green/blue) using an analysis for each.


C/I/A-103


Leve

l of D

iffic

ulty

Level of Complexity


of Knowledge


AnalyzingEvaluating

Creating


C/I/A-104








Element


C/I/A-105








Element


C/I/A-106

“Curriculum and assessment alignment is a moral issue. If the adults don’t do what needs to be done … the consequences of their negligence fall most heavily on those students who are most dependent on the school as their source of academic learning—namely the children of the poor.”

—Lawrence Lezotte—Learning for All


C/I/A-107

Seeing the Connections: Alignment

• Think about the first three critical elements we have discussed.

• What do you think is the relationship of alignment to the other three elements in C/I/A?

• What evidence do you see of these relationships?


C/I/A-108


many elements.


C/I/A-109

• What are the implications of what we have discussed in alignment for state, district, and campus?




High Cognitive

Addressing Needs

Assessing

Alignment


C/I/A-110

Continuous Improvement Planning ProcessData Sources for Data-driven Decision-making


Supervision

Professional Development

Communication and Community Partnerships

Organizational Management

Quality

StudentPerformance


C/I/A-111

Self-Assessment/Reflection

• Based on the Curriculum, Instruction, and Assessment component, what additional knowledge and skills do you need for continuous improvement?


C/I/A-112

Instructional Leadership Development Frameworkfor Data-driven Systems

QUALITYSTUDENT

PERFORMANCE

ETHICS AND INTEGRITY


Supervision

ProfessionalDevelopment

OrganizationalManagement

CULTURE

Communication and Community

Partnerships

Learner-Centered High Expectations

Collaborative Continuous Improvement

curriculum assessment instruction

Documents