Tacking on the rough sea of curriculum development and '

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Tacking on the rough sea of curriculum
development and .
North Chicago CUSD 187 Department of Special
Education

• alignment of instruction with state standards

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Tacking Finding the way regardless of the wind.
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Charting a Path

• Lets not go where the wind takes us. Lets chart
  our own path.

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The Task

• The Illinois State Board of Education (ISBE)
  publishes Learning Standards in each academic
  area
• ISBE also constructs test questions to assess
  progress in those areas.
• That leaves the connection between the two ISBE
  parts to the districts and schools.
• That middle, connecting part is

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Our Task

• Identifying / developing aligned instruction
• Three sub projects
• Early Elementary
• Late Elementary and Middle School
• Early High School
• Three work groups all following the same plan but
  with age/level/skill appropriate materials

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Definitions A Common Thread or Current
Up Stream (Standards)
Mid Stream (Classroom Instruction)
Down Stream (Assessment)
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The Goal

• The ultimate goal is improved performance on
  future assessments (and in life, of course), but
  the more immediate goals are
• Alignment of instruction and assessment
  (efficiency)
• More engaged classroom involvement for students
• Greater accessibility with materials
• Tangible Work Products, i.e., the constructs of
  learning (more on this later)

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Planning the project

• Identify members of the three sub committees
• Agree on a plan
• Include planning materials and forms for
  recording the work publishing results
• Include a timetable
• Clear duties and deliverables
• Review and affirm or change materials

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Best Practices

• Validity testing what is taught
• Reliability accumulating comparable data for
  measurement of progress
• Fairness teaching and testing are accessible
  no student is excluded based on socio/economic
  status
• Improvement better delivery of instructional
  services each year

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More Best Practices

• Applications of Learning (from ILS)
• Solving Problems
• Communicating
• Using Technology
• Working on Teams
• Making Connections

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Definitions StandardTwo Kinds of Standards
As a result of their instruction, what should
students know? (knowledge) What should they able
to do? (skills) These compose the Content
Standard What constitutes an appropriate
demonstration of knowledge and skill? How much
is enough? This is the Performance Standard.
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The Plan

• Identify persons for sub committees
• Choose forms and structures, planning materials
• Timetable
• Clear duties and deliverables

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The What and What Not

• What The goal of this project is to take the
  next step down from state standards - to
  curriculum statements to elements of knowledge
  and skills to references in materials and to
  assessment goals (and later to assessment
  instruments).
• What Not We are not planning individual lessons

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Scope and Sequence

• Combine the right steps and the right order with
  standards crosswalk

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Samples of Structure

• Create time module (weeks, quarters, etc.)
• List standards and benchmarks
• Give examples from descriptors
• These are goals and examples for lessons
• Relate to district materials
• Identify specific knowledge and skills
• Give sample assessment elements

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Close Up
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Sample planning materials

• State Standards at each of three levels

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How much is enough
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http//www.homeschoolmath.net/curriculum_reviews/s
cope_sequence.php