data-driven decisions for teaching using the curriculum matrix jim miles, senior associate...
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Data-Driven Decisions
for Teaching Using the
Curriculum Matrix
Jim Miles, Senior AssociateInternational Center for Leadership in Education
Are we teaching / assessing the right standards for success in
school and beyond?
Right Standard
Are we teaching / assessing to an adequate level of proficiency for post high school success?
Right Standard
Right level of proficiency
Are we teaching / assessing students’ ability to apply the standard to post high school responsibilities?
How do you determine what you teach?
What You KnowPast PracticeState StandardsTextbookTest
KnowBe Able to DoBe Like (Behaviors)
What Should Students . . .
Needed Time
McREL
15,46515,465 HoursHours
Available Time9,0429,042 HoursHours
Deciding Curriculum Priorities
Standards Community
Expectations State Tests
High achieving schools use data to determine
What is on the test? What will students need to know
and be able to do once they leave school?
Using Data for Decision Making
Curriculum Matrix Aligned to Essential Skills Aligned to California Standards Aligned to CAHSEE / STAR Aligned to 15 Industry Sectors
International Center for Leadership in Education
Curriculum Survey of Essential Skills
Created in 1998 by the International Center
List of topics compiled were taken from exit standards as determined by NCTM, NSTA, NCTE and various state standards
Participants asked to identify the 35 most important topics
Curriculum Survey
Identifies what should be taught in English/Language Arts, Math, Science
23,000 surveys; Districts across U.S. School, Community, and Business Community Top 35 are usually skill and content based Top Ranked English - responsibility of all
Curriculum Matrix Essential Skills in English Language Arts,
Mathematics, Science, Social Studies Crosswalks state standards /objectives
with state assessments and the National Survey of Essential Skills at selected grade levels
Assigns a High, Medium, or Low priority based on standards subcategories that are tested on state assessments
ICLE Curriculum SurveyLanguage Arts - Top 10 Topics
Apply in writing the rules of grammar, punctuation and spelling
Gather, analyze and summarize information from a variety of sources
Give oral directions that are clear and understood Follow oral directions Identify and select pertinent information while reading Follow written directions carefully and accurately Understand rules of grammar, usage, punctuation,
and spelling Develop processes for understanding and
remembering Prepare and deliver individual speeches Know how to decipher unfamiliar words
Perform operations with numbers include, decimals, ratios, percents and fractions
Understand characteristics of parallel, perpendicular, and intersecting lines
Understand basic algebraic properties Understand characteristics of angles Understand best procedures for statistical data
collection, organization and display Understand basic geometry (point, line, plane) Understand and use variables in expressions Use correct order for performing algebraic expressions Compute the distance between two points Understand properties of circles
•ICLE Curriculum SurveyMathematics - Top 10 Topics
Understand how and why rotation and revolution of earth affect day, seasons and weather
Understand systems of human body Understand nutrition Know the metric system and conversion Make observation of the local environment using
senses and instruments Understand technology changes environment Know processes in water cycle Understand reproduction of living things from
cells to species Understand cells and functions Understand human impact on environment and
ways to improve
ICLE Curriculum SurveyScience - Top 10 Topics
State Standards
Subcategories help define the standard Key ideas, performance indicators,
benchmarks, topics We use the term “topic” “Determines the writer’s intent and
reference and their effects on the text.”
State Test Data
State assessment are built from blueprints correlated to state standards
Important standards are tested multiple times or weighted more heavily
CaliforniaEssential Knowledge and Skills
Curriculum Survey of Essential SkillsNational Rankings Rank
CAHSEE
TestCurriculum
Survey Priority
7.1 Listening/speaking/purposes.The student listens actively and purposefully in a variety of settings.
(A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8);
e25
Listen, comprehend and summarize essential information from a variety of sources such as speeches, plays, commercials on radio and television, and political debates.
L H M
(B) eliminate barriers to effective listening (4-8);
e25
Listen, comprehend and summarize essential information from a variety of sources such as speeches, plays, commercials on radio and television, and political debates.
L H M
(C) understand the major ideas and supporting evidence in spoken messages (4-8); and
e25
Listen, comprehend and summarize essential information from a variety of sources such as speeches, plays, commercials on radio and television, and political debates.
L H M
(D) listen to learn by taking notes, organizing, and summarizing spoken ideas (6-8).
e25
Listen, comprehend and summarize essential information from a variety of sources such as speeches, plays, commercials on radio and television, and political debates.
L H M
7.2 Listening/speaking/critical listening.The student listens critically to analyze and evaluate a speaker’s message (s).
(A) interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives (4-8);
e25
Listen, comprehend and summarize essential information from a variety of sources such as speeches, plays, commercials on radio and television, and political debates. L H M
e63Interpret non-verbal cues such as body language and visual aids.
State Standard
Related Essential Skills and priority
Priority on State TestOverall Priority
Curriculum Matrix
Florida Language Arts – Grade 9-12
Rank Curriculum Survey of Essential Skills
FCAT Grade 9 -10
Curriculum Survey
Priority
Determines the author’s purpose and point of view and their effects on the text.
e77 Assess the significance and
importance of the themes in a literary
text
H L M
CA Standards Test English LABenchmarks Tested
High Medium Low Grade 3 23 9 19 Grade 4 25 5 23 Grade 5 19 7 17 Grade 6 18 12 20 Grade 7 19 9 18 Grade 8 24 3 22 Grade 9 26 8 29 Grade 10 26 8 29 Grade 11 21 5 29
29
CA Standards Test Mathematics Benchmarks Tested
High Medium Low Grade 3 27 20 2 Grade 4 29 25 1 Grade 5 26 12 0 Grade 6 28 17 5 Grade 7 31 23 1 Grade 7 General 21 20 0 Algebra I 14 15 0 Algebra II 17 11 1 Geometry 15 7 0
29
California Career and Technical Education
California Language Arts Standards/Benchmarks
Grades 9 and 10
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Reading
2.1 Analyze the structure and format offunctional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.
H H H H H H H
2.2 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents.
H M M M M M M
2.3 Generate relevant questions about readings on issues that can be researched. H H M M H H M
2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension.
H H H H H H H
2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
L H M M H M M
Using the Curriculum Matrix
• Determine priority standards
• Objective data on community expectations
• Reference as to what is tested
• Agenda for conversations with teachers
NESS National Essential Skills Survey
Online SurveyTopics
English Language ArtsScienceMathSocial Studies
www.LeaderEd.com
NESS Approximately 13,000 responses
to date
NESS
All kits purchased now will be updated as the new data becomes available.
Are we teaching / assessing the right standards for success in
school and beyond?
I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized."
Haim Ginott