Updated 2011 CURRICULUM / INSTRUCTION / ASSESSMENT

Transcription

1 Updated 2011 CURRICULUM / INSTRUCTION / ASSESSMENT

2 CURRICULUM / INSTRUCTION / ASSESSMENT C/I/A-1 CURRICULUM / INSTRUCTION / ASSESSMENT Instructional Leadership Development Framework for Data-driven Systems Learner-Centered CULTURE High Expectations Curriculum/Instruction/ Assessment Organizational Management QUALITY STUDENT PERFORMANCE Supervision Communication and Community Partnerships Professional Development Collaborative ETHICS AND INTEGRITY Continuous Improvement C/I/A-2

3 Notes CIA-1

4 CURRICULUM / INSTRUCTION / ASSESSMENT 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-3 CURRICULUM / INSTRUCTION / ASSESSMENT 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-4

5 Notes CIA-2

6 CURRICULUM / INSTRUCTION / ASSESSMENT 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-5 CURRICULUM / INSTRUCTION / ASSESSMENT Lone Star Middle School Social Studies Department Meeting Observe a meeting of the social studies department as performance data is discussed. Jot down some of your observations. C/I/A-6

7 Notes CIA-3

8 CURRICULUM / INSTRUCTION / ASSESSMENT Continuous Improvement Process Summative Evaluation Needs Assessment Data collection Analysis Goals & Objectives Ongoing Formative Evaluation Professional Development & Sustained Support Quality Student Performance Strategies & Activities Implementation Who? What? What do we need? C/I/A-7 CURRICULUM / INSTRUCTION / ASSESSMENT Quality Student Performance Continuous Improvement Planning Process Data Sources for Data-driven Decision-making Curriculum/Instruction/Assessment Supervision Professional Development Communication and Community Partnerships Organizational Management C/I/A-8

9 Notes CIA-4

10 CURRICULUM / INSTRUCTION / ASSESSMENT 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-9 CURRICULUM / INSTRUCTION / ASSESSMENT Objectives 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 learnercentered curriculum, instruction, and assessment and be able to articulate it C/I/A-10

11 Notes CIA-5

12 CURRICULUM / INSTRUCTION / ASSESSMENT Objectives (continued) Recognize learner-centered instructional decisions that address four critical elements: Thinking at High Cognitive Levels and Making Connections Varied Needs and Characteristics of All Levels Assessing Student Progress Alignment of Learning Objectives Develop an awareness of multiple instructional strategies to meet the various needs of all learners C/I/A-11 CURRICULUM / INSTRUCTION / ASSESSMENT Teaching and Learning are complex processes composed of many elements. C/I/A-12

13 Notes CIA-6

14 CURRICULUM / INSTRUCTION / ASSESSMENT Curriculum: What (state, district, Quality campus, teacher) Student Performance Instruction: How (lesson attributes, designs, strategies) Assessment: To what extent (state, district, campus, teacher) C/I/A-13 CURRICULUM / INSTRUCTION / ASSESSMENT A Shift in Teaching and Learning The 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-14

15 Notes CIA-7

16 CURRICULUM / INSTRUCTION / ASSESSMENT A Shift in Teaching and Learning Texas Perspective on the Shift in Teaching and Learning Decrease Increase C/I/A-15 CURRICULUM / INSTRUCTION / ASSESSMENT 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-16

17 Notes CIA-8

18 CURRICULUM / INSTRUCTION / ASSESSMENT Lesson Attributes C/I/A-17 CURRICULUM / INSTRUCTION / ASSESSMENT 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-18

19 Notes CIA-9

20 CURRICULUM / INSTRUCTION / ASSESSMENT 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 selfdirected/intrinsically motivated and successful in learning. C/I/A-19 CURRICULUM / INSTRUCTION / ASSESSMENT 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-20

21 Notes CIA-10

22 CURRICULUM / INSTRUCTION / ASSESSMENT 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-21 CURRICULUM / INSTRUCTION / ASSESSMENT Lesson Attributes Feedback and Reinforcement Timely, 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-22

23 Notes CIA-11

24 CURRICULUM / INSTRUCTION / ASSESSMENT Lesson Attributes Monitoring and Assessment Effective 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-23 CURRICULUM / INSTRUCTION / ASSESSMENT Lesson Attributes Application Brain research supports the opportunity for students to apply new learning, thus making stronger connections and driving the knowledge into longterm memory. Many of the TEKS/TAKS skills require the application of learning. C/I/A-24

25 Notes CIA-12

26 CURRICULUM / INSTRUCTION / ASSESSMENT Lesson Attributes connections/ relevance C/I/A-25 CURRICULUM / INSTRUCTION / ASSESSMENT 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-26

27 Notes CIA-13

28 CURRICULUM / INSTRUCTION / ASSESSMENT Teacher/Student Behaviors Cheryl Kelley Teacher Behaviors: Teacher Behaviors: Student Behaviors: Student Behaviors: C/I/A-27 CURRICULUM / INSTRUCTION / ASSESSMENT 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-28

29 Notes CIA-14

30 CURRICULUM / INSTRUCTION / ASSESSMENT Teacher/Student Behaviors Cheryl Kelley Teacher Behaviors: Teacher Behaviors: Student Behaviors: Student Behaviors: C/I/A-29 CURRICULUM / INSTRUCTION / ASSESSMENT 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-30

31 Notes CIA-15

32 CURRICULUM / INSTRUCTION / ASSESSMENT Curriculum/Instruction/Assessment Thinking at High Cognitive Levels and Making Connections Alignment of Learning Objectives Curriculum: What (state, district, campus, teacher) Quality Student Performance Assessment: To what extent (state, district, teacher) Instruction: How (instructional attributes, designs, strategies) Addressing the Varied Needs and Characteristics of All Learners Assessing Student Progress C/I/A-31 CURRICULUM / INSTRUCTION / ASSESSMENT Curriculum/Instruction/Assessment Thinking at High Cognitive Levels and Making Connections Alignment of Learning Objectives Curriculum: What (state, district, campus, Quality teacher) Student Performance Assessment: To what extent (state, district, teacher) Instruction: How (instructional attributes, designs, strategies) Addressing the Varied Needs and Characteristics of All Learners Assessing Student Progress C/I/A-32

33 Notes CIA-16

34 CURRICULUM / INSTRUCTION / ASSESSMENT 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-33 CURRICULUM / INSTRUCTION / ASSESSMENT Bloom s Taxonomy Level Definition C/I/A-34

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36 CURRICULUM / INSTRUCTION / ASSESSMENT Original Terms New Terms Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8) C/I/A-35 CURRICULUM / INSTRUCTION / ASSESSMENT 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. ( (accessed July 2003; Pohl, 2000, p. 8) C/I/A-36

37 Notes CIA-18

38 CURRICULUM / INSTRUCTION / ASSESSMENT 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. ( (accessed July 2003; Pohl, 2000, p. 10) C/I/A-37 CURRICULUM / INSTRUCTION / ASSESSMENT Bloom s Revised Taxonomy Higher-order thinking Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding C/I/A-38

39 Notes CIA-19

40 CURRICULUM / INSTRUCTION / ASSESSMENT Development of State Curriculum TEKS (SS Gr. 4) Analyze the causes, major events, and effects of the Texas Revolution, including the battles of the Alamo and San Jacinto. (SS Middle) Analyze causes of the American Revolution, including mercantilism and British economic policies following the French and Indian War. (SS High) 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. C/I/A-39 CURRICULUM / INSTRUCTION / ASSESSMENT 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-40

41 Notes CIA-20

42 CURRICULUM / INSTRUCTION / ASSESSMENT Structure of Knowledge Theory Principle Generalization Concepts F A C T S Topic F A C T S F A C T S F A C T S Concepts F A C T S Topic F A C T S F A C T S F A C T S H. Lynn Erickson Adapted from Structure of Knowledge C/I/A-41 CURRICULUM / INSTRUCTION / ASSESSMENT Examining the Structure of Knowledge Theory: Principle: Generalization: Concept: Topic: Fact: Is a conceptual idea that is yet to be proven. A form of generalization, but is a truth that holds consistently through time. Connection/relatedness of two or more concepts. An organizing idea, represented by one or two words. Examples have common attributes. A category of study with a body of related facts to be learned. A statement of truth. H. Lynn Erickson Adapted from Structure of Knowledge C/I/A-42

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44 CURRICULUM / INSTRUCTION / ASSESSMENT Examining the Structure of Knowledge, Continued Theory Principle/ Generalization Concept Topic Fact LEVEL EXAMPLE 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. migration needs opportunity freedom Westward Movement Early American settlers migrated west. Early American settlers looked for new opportunities. -from H. Lynn Erickson C/I/A-43 CURRICULUM / INSTRUCTION / ASSESSMENT 8th Grade Mathematics TEKS and the Structure of Knowledge TEKS Theory Generalization Concept Topic Fact 8.2 (a d) The student selects and uses appropriate operations to solve problems and justify solutions. People use formal and informal reasoning to solve problems. Reasonable solutions can be justified. Reasonableness Solutions Relationships Justification Number operations 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-44

45 Notes CIA-22

46 CURRICULUM / INSTRUCTION / ASSESSMENT 8th Grade Mathematics TEKS and the Structure of Knowledge 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-45 CURRICULUM / INSTRUCTION / ASSESSMENT TEKS Generalization 8th Grade Mathematics TEKS and the Structure of Knowledge 8.3 (a b) The student identifies proportional relationships in problem situations and solves problems. 8.5 (a b) The student makes connections among various representations of a numerical relationship. Concepts Topics Facts C/I/A-46

47 Notes CIA-23

48 CURRICULUM / INSTRUCTION / ASSESSMENT Structure of Knowledge Across the Core Content Areas 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) C/I/A-47 CURRICULUM / INSTRUCTION / ASSESSMENT Structure of Knowledge Across the Core Content Areas TEKS SS 8.24 (a-e) SS 8.6 (Biology 12) ELA 8.12 Principle/ Generalization Concepts Topics Facts C/I/A-48

49 Notes CIA-24

50 CURRICULUM / INSTRUCTION / ASSESSMENT Structure of Knowledge and TEKS/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-49 CURRICULUM / INSTRUCTION / ASSESSMENT Using the Analysis Tool 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 C/I/A-50

51 Notes CIA-25

52 CURRICULUM / INSTRUCTION / ASSESSMENT Level of Difficulty (8.1) (8.24) Facts Topics Concepts Generalizations/ Principles Level of Complexity Analysis Tool: Bloom s Taxonomy and Erickson s Structure of Knowledge C/I/A-51 CURRICULUM / INSTRUCTION / ASSESSMENT Continuous Improvement in State-level Curriculum and Assessment Curriculum State Adopted Assessment State Adopted Instruction? C/I/A-52

53 Notes CIA-26

54 CURRICULUM / INSTRUCTION / ASSESSMENT The Structure of Knowledge: Classroom Application 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. C/I/A-53 CURRICULUM / INSTRUCTION / ASSESSMENT Level of Difficulty (A) (B) Facts Topics Concepts Generalizations/ Principles Level of Complexity Analysis Tool: Bloom s Taxonomy and Erickson s Structure of Knowledge C/I/A-54

55 Notes CIA-27

56 CURRICULUM / INSTRUCTION / ASSESSMENT Data Collection Activity Review the case study of Cheryl pp and the case study of Kelley on pp in the data packet. Record some of your observations on the data collection charts. Share your observations with a partner. C/I/A-55 CURRICULUM / INSTRUCTION / ASSESSMENT Critical Element Thinking at High Cognitive Levels Data Collection Charts Evidence Cheryl Implications Addressing Varied Needs Assessing Student Progress Alignment of Learning Objectives Potential Professional Development: C/I/A-56

57 Notes CIA-28

58 CURRICULUM / INSTRUCTION / ASSESSMENT Critical Element Thinking at High Cognitive Levels Data Collection Charts Evidence Kelley Implications Addressing Varied Needs Assessing Student Progress Alignment of Learning Objectives Potential Professional Development: C/I/A-57 CURRICULUM / INSTRUCTION / ASSESSMENT Video Activity 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. C/I/A-58

59 Notes CIA-29

60 CURRICULUM / INSTRUCTION / ASSESSMENT Level of Difficulty (Kelley) (Cheryl) Facts Topics Concepts Generalizations/ Principles Level of Complexity Analysis Tool: Bloom s Taxonomy and Erickson s Structure of Knowledge C/I/A-59 CURRICULUM / INSTRUCTION / ASSESSMENT Teaching and Learning are complex processes composed of many elements. C/I/A-60

61 Notes CIA-30

62 CURRICULUM / INSTRUCTION / ASSESSMENT CIA as It Relates to Me 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? Implications High Cognitive My Responsibility C/I/A-61 CURRICULUM / INSTRUCTION / ASSESSMENT Curriculum/Instruction/Assessment Thinking at High Cognitive Levels and Making Connections Alignment of Learning Objectives Curriculum: What (state, district, campus, teacher) Quality Student Performance Assessment: To what extent (state, district, teacher) Instruction: How (instructional attributes, designs, strategies) Addressing the Varied Needs and Characteristics of All Learners Assessing Student Progress C/I/A-62

63 Notes CIA-31

64 CURRICULUM / INSTRUCTION / ASSESSMENT 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 C/I/A-63 CURRICULUM / INSTRUCTION / ASSESSMENT Looking with New Eyes 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? C/I/A-64

65 Notes CIA-32

66 CURRICULUM / INSTRUCTION / ASSESSMENT Varied Needs and Characteristics of ALL Learners Identifying Needs and Characteristics Addressing Needs and Characteristics C/I/A-65 CURRICULUM / INSTRUCTION / ASSESSMENT Special Student Activity 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. C/I/A-66

67 Notes CIA-33

68 CURRICULUM / INSTRUCTION / ASSESSMENT Varied Needs and Characteristics of ALL Learners Identifying Needs and Characteristics Academic/ Learning Social/ Emotional Physiological Addressing Needs and Characteristics C/I/A-67 CURRICULUM / INSTRUCTION / ASSESSMENT Special Student Activity Cluster the identified student needs and characteristics by commonalities. Review the work of the other table groups. C/I/A-68

69 Notes CIA-34

70 CURRICULUM / INSTRUCTION / ASSESSMENT Varied Needs and Characteristics of ALL Learners Identifying Needs and Characteristics Academic/ Learning Social/ Emotional Physiological Addressing Needs and Characteristics Content Process Product Through a range of classroom and management strategies Through a range of support services C/I/A-69 CURRICULUM / INSTRUCTION / ASSESSMENT What Is Meant by Differentiation? 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. Adapted from Tomlinson C/I/A-70

71 Notes CIA-35

72 CURRICULUM / INSTRUCTION / ASSESSMENT Ways to Differentiate? Content Process Product C/I/A-71 CURRICULUM / INSTRUCTION / ASSESSMENT Importance of Serving Varied Learners 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 C/I/A-72

73 Notes CIA-36

74 CURRICULUM / INSTRUCTION / ASSESSMENT Varied Needs and Characteristics of ALL Learners Identifying Needs and Characteristics Academic/ Learning Social/ Emotional Physiological Addressing Needs and Characteristics Content Process Product 4-Mat 5E Model of Instruction Centers Choice Boards Compacting Contracts Through a range of instructional strategies Cooperative Learning Flexible Grouping Group Investigation Independent Study Jigsaw Learning Contract Mentorships/Apprenticeships Portfolios Problem Based Learning Stations Tiered Activities Varied Questions Content mastery Co-teachers Through a range of support services Helping teachers Instructional specialists Mentors C/I/A-73 CURRICULUM / INSTRUCTION / ASSESSMENT 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-74

75 Notes CIA-37

76 CURRICULUM / INSTRUCTION / ASSESSMENT Critical Element Thinking at High Cognitive Levels Data Collection Charts Evidence Cheryl Implications Addressing Varied Needs Assessing Student Progress Alignment of Learning Objectives Potential Professional Development: C/I/A-75 CURRICULUM / INSTRUCTION / ASSESSMENT Critical Element Thinking at High Cognitive Levels Data Collection Charts Evidence Kelley Implications Addressing Varied Needs Assessing Student Progress Alignment of Learning Objectives Potential Professional Development: C/I/A-76

77 Notes CIA-38

78 CURRICULUM / INSTRUCTION / ASSESSMENT Video Activity 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. C/I/A-77 CURRICULUM / INSTRUCTION / ASSESSMENT Teaching and Learning are complex processes composed of many elements. C/I/A-78

79 Notes CIA-39

80 CURRICULUM / INSTRUCTION / ASSESSMENT CIA as It Relates to Me What are the implications of addressing varied needs and characteristics for various systems, including my campus? What is my responsibility as an instructional leader in this area? Implications High Cognitive Addressing Needs My Responsibility C/I/A-79 CURRICULUM / INSTRUCTION / ASSESSMENT Curriculum/Instruction/Assessment Thinking at High Cognitive Levels and Making Connections Alignment of Learning Objectives Curriculum: What (state, district, campus, Quality teacher) Student Performance Assessment: To what extent (state, district, teacher) Instruction: How (instructional attributes, designs, strategies) Addressing the Varied Needs and Characteristics of All Learners Assessing Student Progress C/I/A-80

81 Notes CIA-40

82 CURRICULUM / INSTRUCTION / ASSESSMENT Seeing the Connection Assessment of Student Progress is an integral and essential part of the Continuous Improvement Process. C/I/A-81 CURRICULUM / INSTRUCTION / ASSESSMENT Development of the State Assessment System Inclusion of Students and of Subjects Tested Level of Difficulty C/I/A-82

83 Notes CIA-41

84 CURRICULUM / INSTRUCTION / ASSESSMENT Continuous Improvement Process Summative Evaluation Needs Assessment Data collection Analysis Goals & Objectives Ongoing Formative Evaluation Professional Development & Sustained Support Quality Student Performance Strategies & Activities Implementation Who? What? What do we need? C/I/A-83 CURRICULUM / INSTRUCTION / ASSESSMENT Role of Assessment 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 C/I/A-84

85 Notes CIA-42

86 CURRICULUM / INSTRUCTION / ASSESSMENT When developing or selecting assessments: Identify the PURPOSE, and then Identify the METHOD. C/I/A-85 CURRICULUM / INSTRUCTION / ASSESSMENT Assessing Student Progress Formative assessment: Summative assessment: C/I/A-86

87 Notes CIA-43

88 CURRICULUM / INSTRUCTION / ASSESSMENT 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-87 CURRICULUM / INSTRUCTION / ASSESSMENT Assessment Implementation How do instructional leaders ensure appropriate, effective use of formative and summative assessments? C/I/A-88

89 Notes CIA-44

90 CURRICULUM / INSTRUCTION / ASSESSMENT Begin with the End in Mind 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? Adapted from Wiggins and McTighe, Understanding by Design C/I/A-89 CURRICULUM / INSTRUCTION / ASSESSMENT Assessment and Planning How will teachers make the shift from thinking as a designer to thinking as an assessor? C/I/A-90

91 Notes CIA-45

92 CURRICULUM / INSTRUCTION / ASSESSMENT Assessing Student Progress Activity Examine each teacher s lesson plan, assessments, and associated TEKS. Cheryl: Lesson Plan, p. 30 Assessment, p. 32 TEKS 8.8(c) Kelley: Lesson Plan, p. 50 Assessment, pp TEKS 8.8(b) Look at the relationship between the purpose and method of assessment. Record your observations on the data collection sheets. C/I/A-91 CURRICULUM / INSTRUCTION / ASSESSMENT Critical Element Thinking at High Cognitive Levels Data Collection Charts Evidence Cheryl Implications Addressing Varied Needs Assessing Student Progress Alignment of Learning Objectives Potential Professional Development: C/I/A-92

93 Notes CIA-46

94 CURRICULUM / INSTRUCTION / ASSESSMENT Critical Element Thinking at High Cognitive Levels Data Collection Charts Evidence Kelley Implications Addressing Varied Needs Assessing Student Progress Alignment of Learning Objectives Potential Professional Development: C/I/A-93 CURRICULUM / INSTRUCTION / ASSESSMENT Level of Difficulty Facts Topics Concepts Generalizations/ Principles Level of Complexity Analysis Tool: Bloom s Taxonomy and Erickson s Structure of Knowledge C/I/A-94

95 Notes CIA-47

96 CURRICULUM / INSTRUCTION / ASSESSMENT Teaching and Learning are complex processes composed of many elements. C/I/A-95 CURRICULUM / INSTRUCTION / ASSESSMENT CIA as It Relates to Me What are the implications of assessing student progress for various systems, including my campus? What is my responsibility as an instructional leader in this area? Implications High Cognitive Addressing Needs Assessing My Responsibility C/I/A-96

97 Notes CIA-48

98 CURRICULUM / INSTRUCTION / ASSESSMENT Curriculum/Instruction/Assessment Thinking at High Cognitive Levels and Making Connections Alignment of Learning Objectives Curriculum: What (state, district, campus, Quality teacher) Student Performance Assessment: To what extent (state, district, teacher) Instruction: How (instructional attributes, designs, strategies) Addressing the Varied Needs and Characteristics of All Learners Assessing Student Progress C/I/A-97 CURRICULUM / INSTRUCTION / ASSESSMENT Curriculum Alignment State District Campus/ Classroom C/I/A-98

99 Notes CIA-49

100 CURRICULUM / INSTRUCTION / ASSESSMENT Continuous Improvement 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 C/I/A-99 CURRICULUM / INSTRUCTION / ASSESSMENT Alignment Fenwick English C I C I A C / I / A A C/I/A-100

101 Notes CIA-50

102 CURRICULUM / INSTRUCTION / ASSESSMENT Doctrine of No Surprises 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 C/I/A-101 CURRICULUM / INSTRUCTION / ASSESSMENT Alignment Activity Examine Cheryl s and Kelley s lesson plans, homework assignments, and assessments. Cheryl: p Kelley: p 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-102

103 Notes CIA-51

104 CURRICULUM / INSTRUCTION / ASSESSMENT Level of Difficulty Facts Topics Concepts Generalizations/ Principles Level of Complexity Analysis Tool: Bloom s Taxonomy and Erickson s Structure of Knowledge C/I/A-103 CURRICULUM / INSTRUCTION / ASSESSMENT Critical Element Thinking at High Cognitive Levels Data Collection Charts Evidence Cheryl Implications Addressing Varied Needs Assessing Student Progress Alignment of Learning Objectives Potential Professional Development: C/I/A-104

105 Notes CIA-52

106 CURRICULUM / INSTRUCTION / ASSESSMENT Critical Element Thinking at High Cognitive Levels Data Collection Charts Evidence Kelley Implications Addressing Varied Needs Assessing Student Progress Alignment of Learning Objectives Potential Professional Development: C/I/A-105 CURRICULUM / INSTRUCTION / ASSESSMENT 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-106

107 Notes CIA-53

108 CURRICULUM / INSTRUCTION / ASSESSMENT 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-107 CURRICULUM / INSTRUCTION / ASSESSMENT Teaching and Learning are complex processes composed of many elements. C/I/A-108

109 Notes CIA-54

110 CURRICULUM / INSTRUCTION / ASSESSMENT CIA as It Relates to Me What are the implications of what we have discussed in alignment for state, district, and campus? What is my responsibility as an instructional leader in this area? Implications High Cognitive Addressing Needs Assessing Alignment My Responsibility C/I/A-109 CURRICULUM / INSTRUCTION / ASSESSMENT Quality Student Performance Continuous Improvement Planning Process Data Sources for Data-driven Decision-making Curriculum/Instruction/Assessment Supervision Professional Development Communication and Community Partnerships Organizational Management C/I/A-110

111 Notes CIA-55

112 CURRICULUM / INSTRUCTION / ASSESSMENT 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-111 CURRICULUM / INSTRUCTION / ASSESSMENT Instructional Leadership Development Framework for Data-driven Systems Learner-Centered CULTURE High Expectations Curriculum/Instruction/ Assessment Organizational Management QUALITY STUDENT PERFORMANCE Supervision Communication and Community Partnerships Professional Development Collaborative ETHICS AND INTEGRITY Continuous Improvement C/I/A-112

113 Notes CIA-56

114