Curriculum Design

Governor’s Academy for Urban Education

Administrator StrandSummer 2002

Objectives of the Day

Use an analogy to investigate curriculum alignmentDefine alignment of curriculum.Apply alignment conceptsUse a technology-based system to create and modify a standards-based curriculum.

What is a Curriculum?

“Curriculum is a document of some sort, and its purpose is to focus and connect the work of classroom teachers in schools.” (English, 1987)

TextbooksCurriculum

GuidesScope andSequence

ComputerPrograms

Local BoardPolicies

AccreditationGuidelines

PA Planned Courses of Instruction

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2

3

4

5

Curriculum AlignmentCurriculum = What’s Written

Assessment = What’s Tested

Instruction =What’s Taught

Internal Alignment of Curriculum

Curriculum

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What Part Does Curriculum Play in the Teaching Learning Process?

Curriculum - Instruction - Assessing Model

Curriculum - Instruction - Assessing Model

Standards-Standards-BasedBased

CurriculumCurriculum

Direct Direct InstructionInstruction

AssessmentAssessment

DifferentiatedDifferentiatedInstructionInstruction

On DemandOn DemandPerformancePerformance

-Based-BasedAssessmentAssessment

BenchmarkBenchmarkAssessmentAssessment

Crayola: A Curriculum Design Analogy?

The Alignment Process

Begin with your existing curriculumReview your assessment data Compare your present document to State StandardsAdd and subtract as necessaryCompare to National Standards

The Alignment Process

Complete your curriculum documentProvide professional developmentExamine Assessment data (continuously)Modify as necessary

Performance TaskUse the process to review the geometry curriculum.

The end – sort of!

Assessment

Assessment

Types of Assessment?

• Teacher made tests• Textbook tests• Standardized Tests• Performance Based• Writing Samples• Other?

The Case for Improved Assessment

Does assessment support teaching and learning? The need for assessment that informs teachers and students.

Linking AssessmentLinking AssessmentState/DistrictState/District

StandardsStandards

StandardStandard11

StandardStandard22

StandardStandard33

StandardStandard44

ContentContentStandardsStandards

CSCS

CSCS

CSCS

CSCS

AssessmentAssessmentToolsTools

Cu

stom

Ass

essm

ent

Cu

stom

Ass

essm

ent

Un-masteredUn-masteredStandardsStandards

#5#5

#9#9

#1#1

#10#10

#29#29

#64#64

#53#53 Ind

ivid

ual

ized

Pre

scri

pti

on

TestsTests

PortfoliosPortfolios

Self-Self-AssessmentAssessment

PerformancePerformanceAssessmentAssessment

The LC5EC Model Design ElementsInstruction

Best PracticesTechnology Integration

Assessment Strategies

Designing a Standards-Based Curriculum - Questions Before Starting

Who participates?Where do we start?What should be included?How will the curriculum be organized?What happens after we publish the document?

Implementation cycleText and resource adoptionIn-service

Curricular goals, teaching and best practices, assessment

Monitoring and modification

Curriculum Design TeamsDeveloping curriculum writing teams

Allow for vertical and horizontal opportunitiesAllow for buy-inParticipants must have ample time to work together

Curriculum MappingWhat do we currently do?How does what we do align to standards?

JacobsUsing the LC5EC Matrix

After the MapGrade level lists are developed.Short list of essential competencies / skills

For parentsFor assessment

Cluster into unitsDevelop assessment strategiesDevelop resource and materials listsInclude Best Practices

Alternative ApproachBenchmarked Scope and Sequence

Based on Standards

Back map content and skills to prior benchmark.Short list of essential competencies / skills

For parentsFor assessment

Cluster into unitsDevelop assessment strategiesDevelop resource and materials listsInclude Best Practices

Other ConsiderationsIn-servicing the teachers on the curriculum, associated best practices and contentReporting student progressTechnology integrationMonitoring Curriculum – A District-wide assessment planTeacher Supervision – Put the curriculum on a cycleScheduling must facilitate application and integration – (i.e. Amer. Lit and Amer. Hist)

Instruction

Instruction

Instructional Activities and Strategies•State Standards.com•Textbooks•Teacher-made Materials•Best Practices

1Objectives

(1) Objectives of a planned course, instructional unit or interdisciplinary studies to be achieved by all students

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2Content

(2) Content, including materials and activities [to be used in] achieving the academic standards. Courses, instructional units, or interdisciplinary studies of varying lengths of time may be taught.

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3Instructional Time

(2) Content, including estimated instructional time to be devoted to achieving the academic standards.

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4Reference to Standards

(3) The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards specified under § 4.12 and to those determined in the school district’s (including charter schools) or AVTS’s strategic plan under § 4.13.

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5Assessment

(4) Procedures for measurement of the objectives of a planned course, instructional unit or interdisciplinary studies.

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