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CURRICULUM ALIGNMENT

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CURRICULUM ALIGNMENT Debbi Hardy Curriculum Director Olympia School District What is Curriculum? It is often confused with instructional materials or programs. – PowerPoint PPT presentation

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Title: CURRICULUM ALIGNMENT


1
CURRICULUM ALIGNMENT
  • Debbi Hardy
  • Curriculum Director
  • Olympia School District

2
What is Curriculum?
  • It is
  • often confused with instructional materials or
    programs. (e.g., Harcourt Reading or Glencoe
    Math)
  • an aggregate of courses of study for a school
    district - what students are supposed to learn.
  • based on the state's standards, which serve as
    the minimum requirements for students.
  • outlined or summarized in school district
    documents which might include curriculum guides,
    programs of study, course syllabi, teachers' unit
    plans, etc.

3
What is Alignment?
  • It is
  • the congruence or match between the curriculum,
    instruction and assessment.

4
Establishing Common Language
  • Curriculum defined by district and based on the
    EALRs, GLEs, and Performance Expectations
  • Instruction implementation of the defined
    curriculum
  • Assessment - multiple measures of proficiency for
    the defined curriculum

5
  • Alignment

6
Alignment congruence or match between
curriculum, instruction and assessment
  • Topical alignment
  • Deep Alignment

7
Topical Alignment
  • Congruence of the content (knowledge, skill,
    process or concept) in the curriculum,
    instruction and assessment
  • Initial level of alignment (Textbook Correlation
    Analysis)

8
Examples of Content
  • Equality (concepts)
  • Addition Facts (knowledge)
  • Inference (skill/strategy)
  • Phoneme Segmentation (process)

9
Alignment congruence or match between
curriculum, instruction, and assessment
  • Topical alignment
  • Deep Alignment

10
Deep Alignment
  • Congruence or match between the content, context
    and the cognitive demand present in the
    curriculum, instruction and assessment

11
What are the elements of deep alignment?
  • The 3 Cs
  • Content
  • Context
  • Cognitive Demand

12
Context refers to the conditions under and the
ways in which the content may be learned and
demonstrated
  • Instructional conditions includes supplied
    materials, available resources, specialized
    vocabulary, time (the givens)
  • Tasks activities in which students engage

13
Examples instructional conditions
  • Graphic organizers
  • A partner
  • List of key vocabulary words
  • Dictionaries, thesauruses
  • Highlighted text
  • A calculator

14
Examples student tasks
  • Summarize the text.
  • Explain the process used to solve the problem.
  • Draw, write about or verbally describe the mental
    images that occur while reading.
  • Explain your conclusions and support with
    evidence.
  • Write a persuasive essay about

15
What are the elements of deep alignment?
  • The 3 Cs
  • Content
  • Context
  • Cognitive Demand

16
Cognitive demand
  • refers to the kind of thinking process required
    of the student due to the complexity of the task.
  • can be identified or classified using one of many
    taxonomies.

17
Application or Utilization of Knowledge
  • For example
  • Execute to use a learned procedure in a
    familiar situation
  • Implement to use a learned procedure in an
    unfamiliar situation
  • The more opportunities students have to practice
    skills, strategies and procedures on high-level
    tasks in a variety of rich contexts, the more
    likely it is that they will be able to transfer
    them to new situations.

18
What are the elements of deep alignment?
  • The 3 Cs
  • Content
  • Context
  • Cognitive Demand

19
Research Finding
  • The data give rise to a conclusion that
    reinforces the use of curriculum alignment,
  • there were desirable gains despite the
    traditional predictors of poor student
    achievementlow socioeconomic status, being
    Black, being male, and learning in a school with
    over 800 children!
  • Felicia Moss Mitchell, Ed.D
  • AERA, 1999

20
Research Finding
  • The ability of instruction to overcome initial
    aptitude differences relative to task difficulty
    was a goal of an alignment study. (Community
    College students understanding main idea.)
  • Lower aptitude students did not perform as
    well as higher aptitude students when test items
    misaligned from practice. On aligned tasks,
    alignment was so effective that lower aptitude
    students performed better under aligned
    conditions than did higher aptitude students
    under misaligned. (What was structured as
    misaligned was what one normally sees in the
    average classroom.)
  • The Fahey Study
  • 1986

21
Instructional Alignment Searching for a
Magic Bullet
  • Instructional alignment routinely causes the
    4-to-1 Effect, effect sizes exceeding one and
    often two sigma, about four times what we
    ordinarily see in typical classrooms. We
    routinely observe these large effects from small
    amounts of instructional effort.
  • Presently, we find no other construct that
    consistently generates such large effects, which
    is probably why the idea of instructional
    alignment is so well-entrenched in the
    conventional wisdom of instructional designers,
    even if not in the programs currently found in
    most classrooms.
  • Alignment Study Analysis
  • S. Alan Cohen
  • 1984

22
Bridging
Alignment
Mapping
23
What is mapping?
  • A tool for gathering data on what teachers are
    actually working on with their students through
    the course of the school year.
  • A calendar-based technique for recording
    curriculum.
  • Allows analysis of the fit between curriculum
    and assessment.
  • Assists in identifying gaps and repetitions
    within curriculum.

24
Curriculum Mapping is not
  • A lesson plan
  • A curriculum guide
  • A student report
  • A course outline

25
Central Premise
  • The teacher is a member of a HIGH PERFORMANCE
    TEAM responsible for a K-12 continuum.

26
Mapping is a communication tool
  • Between teachers in a building
  • Between teachers in feeding and receiving sites
  • For students
  • For parents

27
Mapping is a planning tool
  • For curriculum reform
  • For meeting state standards
  • For assessment reform
  • For coordinating events
  • For ordering materials, software, etc

28
Mapping is a pedagogical tool
  • For ALL teachers (New, specialists, parapros)
  • For all students (New, Title, Special Ed., ELL)
  • For seeing the operational program
  • For designing staff development

29
Editing, auditing, and validating
  • Gain information
  • Avoid repetition
  • Identify gaps
  • Identify potential areas for integration
  • Match with learner standards
  • Examine for timeliness
  • Edit for coherence

30
How do you map?
31
What information do we collect on the map?
  • Month
  • Content
  • Assessments
  • Materials/Resources

32
Collecting Content Data
  • Knowledge
  • Skills
  • Concepts
  • Processes

33
Collecting Formative and Summative Assessment
Data
  • Products
  • Performances
  • Demonstrations
  • Observations

BE SPECIFIC!
34
Is what you are doing getting you what you want?
  • Curriculum alignment insures that what you are
    doing (what you have mapped) allows all students
    to have the same opportunities to reach state
    standards.
  • What is learned
  • Types of thinking
  • How it is demonstrated
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