How do we align curriculum intent, pedagogy, assessment and reporting?

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How do we align curriculum intent, pedagogy,
assessment and reporting?
On The Same Page
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Module Overview

• elements of an inclusive curriculum
• strategies used by effective teachers
• developing pedagogy to support students with
  diverse learning needs
• principles of effective and authentic assessment.

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Inclusion
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How do I maximise learning for every student?

• Share a statewide commitment to maximising
  learning for all students
• Understand that planning, pedagogy, assessment
  and reporting are vital components

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What is curriculum alignment?
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What is curriculum?

• Curriculum is all the planned learning that is
  offered and enacted by a school.
• Curriculum is much more than a syllabus which
  outlines what is to be taught.

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What is curriculum?

• Curriculum can be thought of as
• a sequence of elements
• the intended, enacted, experienced,
• assessed, and achieved curriculum,
• each one responsive to the others.

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A good curriculum has each of the elements
aligned
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When is curriculum inclusive?

• When all students are provided with multiple
  opportunities to achieve and consolidate the
  intended curriculum.

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How has inclusion evolved?
1860 (Qld) Education Act
1981 Inter- national Year of Disabled Persons
1992 DDA 2005 Education Standards
26 May 2008, Margaret Lynch, Govt of SA, Dept of
Education and Student Services
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How do I recognise quality teaching programs?

• All students have multiple opportunities to learn
• Learning experiences are equitable and inclusive
• Teaching, learning and assessment is aligned
• Learning experiences promote depth of
  understanding are connected, purposeful and
  challenging
• All students have the opportunity to reach their
  potential

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How do I plan and assess at the class level?

• By using the P 12 Curriculum Framework and its
  Guidelines, the teacher plans within and across
  their year level, consistent with
• the required curriculum
• Early Years Curriculum Guidelines for Prep
• QCAR Essential Learnings and Standards for Year 1
  to 9
• Queensland Studies Authority Senior Syllabuses,
  nationally endorsed Training Packages and
  nationally accredited vocational education.
• the School Curriculum Policy/Plan
• the School Planning expectations

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How do I plan and assess at the class level?

• by taking into account
• knowledge about learners
• individual needs of learners
• learners achievement data
• learners input
• school improvement priorities and targets
• A-E reporting policy

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What are the capabilities?

• Cross-disciplinary knowledge that is embedded in
  the essential learnings requiring students to
• know how to work with knowledge
• develop identity and managing self
• act in the social and political world

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How do I plan the Intended Curriculum for all?

• Select and unpack the required curriculum to be
  studied (e.g. Essential Learnings)
• Design the Assessment Task
• Provide a Context for Learning

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How do I plan the Intended Curriculum for all?

• Articulate Criteria for Success / Plan the
  assessment strategies
• Plan learning experiences
• Plan adjustments for diverse learners

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How do inclusive teachers provide relevant
learning experiences for all students?

• These teachers
• tend to view all of their students as having
  individual needs - not just those with a
  disability
• capitalise on the strengths and interests of each
  student
• adopt a wide range of strategies that involve
  whole-school, paired-class, within-class and
  individual student strategies
• routinely involve colleagues, parents and other
  students in assisting them to deliver excellent
  learning experiences.

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How do inclusive teachers provide relevant
learning experiences for all students?

• These teachers
• prefer to assist students to participate in the
  work of the class rather than to work on
  individually tailored programs or modified
  curriculum.
• experiment, test hunches about what might work
  and take a reflective and problem-solving
  approach to their teaching.

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How do inclusive teachers provide relevant
learning experiences for all students?

• These teachers
• plan thoroughly and extensively and use time for
  essential consultation and collaboration with
  others
• have positive attitudes, high levels of
  adaptation and fewer barriers to including
  students with disabilities

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What are the pedagogical issues?

• It is useful and prudent for teachers to be
  knowledgeable of issues associated with
  particular disabilities
• How the child experiences disability
• The effects and side effects of medications
• How the disability may more generally affect the
  student in the classroom.

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How do we improve the learning outcomes of
students with disabilities?

• Effective instruction e.g. targeted concepts
  to ensure active engagement.
• Instruction geared to students success.
• Systematic introduction of new concepts.
• Linking new information to previously learned
  skills.

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How do we improve the learning outcomes of
students with disabilities?

• Providing immediate feedback
• Heterogeneous/ flexible grouping arrangements.
• Cooperative learning
• Peer tutoring

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How do we improve the learning outcomes of
students with disabilities?

• Naturalistic teaching strategies where existing
  routines and contexts were used to teach specific
  skills
• Flexible classroom groupings, including small
  group, whole class and 11 instruction
• Providing practice opportunities

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Why do we apply adjustments?

• To assist a student with a disability to
  participate in learning experiences and
  assessment tasks on the same basis as other
  students.

• What is the purpose of applying adjustments?

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When is an adjustment reasonable?

• When it achieves this purpose while taking into
  account the students learning needs and
  balancing the interests of all, including those
  of the student with the disability, the teacher
  and other students.

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Assessment and Reporting
In a time of greater student diversity,
increased emphasis on standards and
accountability challenges teachers to help all
students achieve.
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What do we need to know about assessment?

• Assessment tasks should assess what they claim to
  assess
• Assessment criteria should be explicit so that
  the basis for judgments is clear and public
• The literacy and numeracy demands of assessment
  tasks should be explicitly taught

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What do we need to know about assessment?

• Judgments should be based on a range of evidence
  (formal and informal)
• It should provide students with opportunities to
  demonstrate the extent of learning
• Assessment should inform planning, teaching and
  reporting

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What are the principles of authentic assessment?

• valid
• explicit
• comprehensive
• inform planning and teaching
• inform reporting

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What makes an assessment traditional?

• Short answers
• Paper
• Workbook
• Pen and pencil
• Easy to administer
• Quick, easy grading
• Specific time limits
• Reflects recall ability

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What makes an assessment authentic?

• Application to real life situations
• Hands-on activities
• Multiple skills in a task
• Demonstrations of ability to apply information
• Ongoing for days, weeks, or throughout a unit of
  study
• Reflects growth in a skill or ability

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What is quality assessment?

• It is an ongoing process of gathering evidence
• It determines what each student knows,
  understands, and can do
• It ensures learning required of students as
  indicated in the intended curriculum
• It enables students from diverse backgrounds to
  demonstrate their learning

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When is assessment inclusive?
When we enable all students to demonstrate the
extent and depth of their learning through
various modes and technologies.
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How do I make assessments inclusive?

• Understand the term assessment adjustment
• Know why, how and when adjustments are made
• Know when an adjustment should not be applied
• Determine appropriate strategies

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What is the purpose of applying adjustments?

• The purpose of applying reasonable adjustments to
  assessment tasks
• to assist a student with a disability to
  participate in assessment tasks on the same basis
  as other students.
• proactive way of ensuring equitable assessment
  for all students
• remove barriers that prevent students from
  demonstrating their current knowledge and skills

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Who is responsible for making decisionsabout
adjustments?

• Responsibility for decisions on what is
  considered to be a reasonable adjustment to a
  school-based assessment lies with the school.