Curriculum Alignment

Curriculum Alignment

1. Curriculum AlignmentCurriculum Alignment
December 8, 2009December 8, 2009

2. Table Activity
•As a group, discuss the meaning and/
or implication of the quote your table
has been given.
•Bullet on the chart key
concepts/ideas related to the quote.

3. Made You Think Made You Think
Seinfeld Video

4. Essential Questions
a. What are the characteristics of an aligned
curriculum?
d.How is the level of rigor (Knowledge Taxonomy
- difficulty) and relevance (Knowledge
Structure - complexity) addressed in the
classroom?
e.Why is curriculum alignment essential in
creating an equitable and excellent school?

5. Essential Questions
b.What significant challenges do we face in
aligning curriculum to create effective
schools?
c.How does a leader facilitate and monitor the
daily implementation of curriculum delivery
and assessment on the campus?
d.How does the structure and culture of a
school organization support or hinder the
alignment of the curriculum to improve
learning for all?

6. •Curriculum standards can be positively used
in the work of creating equitable and
excellent schools.
•Without standards, typically, minority and
low-income students lose out.
•Research shows that schools that are
successful have, know, and use standards
for students and staff.
Why do we need standards
(national, state and local)?

7. Why is it necessary to
align curriculum?
•To provide a clear understanding of the
standards at each grade level and subject
area
•To assure instruction at each grade level
and subject area is on target
•To assure all students have an equitable
education based on high standards
(national, state and local).

8. Taught
Tested Written
TEKS

9. Connect the TEKS Connect the TEKS
verticallyvertically acrossacross
grade levels.grade levels.
Curriculum
Instruction
Classroom
Assessment

10. Learning as
measured by the
accountability
system
Meaningful
learning as
promoted in
the TEKS

12. 10 Minute Break

13. 1.Understand the TEKS and the relationship between the Knowledge &
Skills and the Student Expectations.
2.Examine the National Standards to define the context in which to
interpret the objective.
3.Cluster the related TEKS and the place the clusters in a quality sequence.
4.Consider clusters and pacing of instruction to develop a scope and
sequence.
5.Based on the scope and sequence develop a curriculum framework and
related instructional units that include: Enduring understanding/ Big
Picture Question, assessments, literature connections, language
objectives, TEKS vocabulary, TEKS related vocabulary, instructional
resources, and timelines.
Curriculum Development

14. Assessment
Curriculum
Planning
Steps
Feedback/
Evaluation
Performance Planning Model
Instruction

15. Using Standards to Improve
Student Achievement
1.Goals and Standards
2.Vision (Learning, Teaching, Assessment, Support)
•Curriculum Framework and Instruction Plans
•Professional Development
•Assessment Plans
4. Support Systems
5. High Quality Teaching
6. Improved Student Learning (Assessment)

16. 10 Minute Break

17. Assimilation
of knowledge
Acquisition
of knowledge
Thinking
Continuum

18. 1.Awareness
2.Comprehension
3.Application
4.Analysis
5.Synthesis
6.Evaluation
Knowledge Taxonomy

19. Acquisition
of knowledge
Application
of knowledge
Action Continuum

20. Application Model
1. Knowledge in one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real-world predictable
situations
5. Application to real-world unpredictable
situations

21. 1 2 3 4 5
Application
Knowledge
1
2
3
4
5
6
Rigor/Relevance Framework

22. Rigor/Relevance Framework
1. Awareness
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
1. Knowledge in one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real-world
predictable situations
6. Application to real-world

unpredictable situations
Knowledge
Taxonomy
Application
Model

23. K
N
O
W
L
E
D
G
E
A P P L I C A T I O N
A B
DC
Rigor/Relevance Framework

24. K
N
O
W
L
E
D
G
E
A P P L I C A T I O N
A B
DC
Acquisition Application
AdaptationAssimilation
Rigor/Relevance Framework

26. Breakout Session:
Curriculum Alignment Analysis
·Using the Rigor/Relevance Framework
identify the quadrant of the lesson plan.
·How could the levels of rigor and/or
relevance be increased?
·How would you determine whether or
not the lesson plan is aligned with the
district scope and sequence/framework.
·How can you as a leader move staff
towards increased rigor and relevance?

27. Descriptive Review Process
•Purpose, Protocol, & Calendar (handout)

28. Review Essential Questions
a. What are the characteristics of an aligned
curriculum?
d.How is the level of rigor (Knowledge Taxonomy
- difficulty) and relevance (Knowledge
Structure - complexity) addressed in the
classroom?
e.Why is curriculum alignment essential in
creating an equitable and excellent school?

29. Essential Questions
b.What significant challenges do we face in
aligning curriculum to create effective
schools?
c.How does a leader facilitate and monitor the
daily implementation of curriculum delivery
and assessment on the campus?
d.How does the structure and culture of a
school organization support or hinder the
alignment of the curriculum to improve
learning for all?