CURRICULUM / INSTRUCTION /

CURRICULUM / INSTRUCTION /
ASSESSMENT C/I/A-1

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

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

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

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

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

Continuous Improvement Process
Needs Assessment Data collection Analysis Goals & Objectives Summative Evaluation Quality Ongoing Formative Evaluation Strategies & Activities Student Performance Implementation Who? What? What do we need? Professional Development & Sustained Support C/I/A-7

Continuous Improvement Planning Process
Data Sources for Data-driven Decision-making Quality Student Performance Curriculum/Instruction/Assessment Supervision Professional Development Communication and Community Partnerships Organizational Management C/I/A-8

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

• The participant will be able to:
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 learner-centered curriculum, instruction, and assessment and be able to articulate it C/I/A-10

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

Teaching and Learning are complex processes composed of many elements.
C/I/A-12

Assessment: To what extent
Instruction: How (lesson attributes, designs, strategies) Curriculum: What (state, district, campus, teacher) Quality Student Performance Assessment: To what extent (state, district, campus, teacher) C/I/A-13

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

A Shift in Teaching and Learning
COMMUNITY PARTNERSHIPS/COMMUNICATION A Shift in Teaching and Learning Texas Perspective on the Shift in Teaching and Learning Decrease • Isolation • Learning is other-directed • Sort and select students • Student differences are masked or acted upon when problematic • A relatively narrow sense of intelligence prevails • Whole-class instruction dominates • Tests for pieces of learning • Learning bits of information • Time driven • A single form of assessment • Assessment most common at end of learning Increase • Collaboration and communication • Learning is self-directed • All students will learn • Student differences are studied as a basis for planning • A focus on multiple forms of intelligences is evident • Many instructional arrangements are used • Assess for continuous improvement • Learning is relevant and connected to life and other disciplines • Results driven • Multiple forms of assessment are used • Assessment ongoing and diagnostic —Adapted from various Texas Education Agency documents C/I/A-15

1) Recall your “special student.”
3-2-1 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

COMMUNITY PARTNERSHIPS/COMMUNICATION
Lesson Attributes Objectives and Goals Engagement and Motivation Connections and Relevance Questioning and Inquiry Feedback and Reinforcement Monitoring and Assessment Application C/I/A-17

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

Engagement and Motivation
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 self-directed/intrinsically motivated and successful in learning. C/I/A-19

Connections and Relevance
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

Questioning and Inquiry
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

Feedback and Reinforcement
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

Monitoring and 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

Lesson Attributes Application
Brain research supports the opportunity for students to apply new learning, thus making stronger connections and driving the knowledge into long-term memory. Many of the TEKS/TAKS skills require the application of learning. C/I/A-24

Lesson Attributes engagement/ motivation feedback/ reinforcement
questioning/ inquiry application connections/ relevance objectives/ goals monitoring/ assessment C/I/A-25

Shift in Teaching and Learning Activity
COMMUNITY PARTNERSHIPS/COMMUNICATION 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

Teacher/Student Behaviors
COMMUNITY PARTNERSHIPS/COMMUNICATION Teacher/Student Behaviors Cheryl Kelley Teacher Behaviors: Teacher Behaviors: Student Behaviors: Student Behaviors: C/I/A-27

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

Teacher/Student Behaviors
COMMUNITY PARTNERSHIPS/COMMUNICATION Teacher/Student Behaviors Cheryl Kelley Teacher Behaviors: Teacher Behaviors: Student Behaviors: Student Behaviors: C/I/A-29

Four Critical Elements of Curriculum, Instruction, and Assessment
COMMUNITY PARTNERSHIPS/COMMUNICATION 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

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

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

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

Bloom’s Taxonomy Level Definition C/I/A-34

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

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

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

Bloom’s Revised Taxonomy
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 Higher-order thinking C/I/A-38

Development of State Curriculum
COMMUNITY PARTNERSHIPS/COMMUNICATION 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

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

Structure of Knowledge
COMMUNITY PARTNERSHIPS/COMMUNICATION Structure of Knowledge Theory Principle Generalization Concepts Concepts Topic Topic FACTS FACTS FACTS FACTS FACTS FACTS FACTS FACTS —H. Lynn Erickson —Adapted from Structure of Knowledge C/I/A-41

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

Examining the Structure of Knowledge, Continued
COMMUNITY PARTNERSHIPS/COMMUNICATION Examining the Structure of Knowledge, Continued LEVEL EXAMPLE Migration is a psychologically-driven response to meet an internal need. Theory Principle/ Generalization People migrate to meet a variety of needs. Migration may lead to new opportunities or greater freedom. • migration • needs • opportunity • freedom Concept Topic Westward Movement Early American settlers migrated west. Early American settlers looked for new opportunities. Fact -from H. Lynn Erickson C/I/A-43

8th Grade Mathematics TEKS and the Structure of Knowledge
8.2 (a–d) The student selects and uses appropriate operations to solve problems and justify solutions. TEKS Theory People use formal and informal reasoning to solve problems. Generalization Reasonable solutions can be justified. Reasonableness Solutions Relationships Justification Concept Topic 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). Fact C/I/A-44

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

COMMUNITY PARTNERSHIPS/COMMUNICATION 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. TEKS Patterns show relationships that can be used to make predictions. Patterns show relationships that can be used to make predictions. Generalization Relationships Patterns Representations Solutions Sequence Relationships Concepts Topics Percents Algebraic Expressions In proportional relationships: when one variable changes the other variable changes to the same degree in the same way. Algebraic equations represent proportion relationships. Tables and graphs may represent algebraic expression. Facts C/I/A-46

Structure of Knowledge Across the Core Content Areas
COMMUNITY PARTNERSHIPS/COMMUNICATION 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 Language Arts 8.12 (a, c, f, g, h, j) C/I/A-47

Structure of Knowledge Across the Core Content Areas
COMMUNITY PARTNERSHIPS/COMMUNICATION Structure of Knowledge Across the Core Content Areas TEKS SS 8.24 (a-e) SS 8.6 (Biology 12) ELA 8.12 • Similarities and differences between and among people influence relationships. • Differences between and among people can create conflict. • There is a relationship of mutual influence between organisms and their environment. • Interdependence occurs among living systems. • Forms of written texts have distinguishing characteristics. • Different types of texts serve different purposes. Principle/ Generalization Influence Relationships Conflict Patterns Influence Relationships Systems Interdependence Conflict Relationships Change Concepts Topics Conflict in American Society Ecosystems in the Northern Hemisphere American Literature During the Civil War • Conflict between white settlers and Native Americans led to forced migration of the American natives. • Organisms are organized into species. • Organisms depend on unique resources to survive. • Species vary from ecosystem to ecosystem. • Uncle Tom’s Cabin by Harriet Beecher Stowe was a novel written to influence public opinion concerning slavery. • Proponents of states’ rights and abolitionists both used written texts to explain their views and influence public opinion. Facts C/I/A-48

Structure of Knowledge and TEKS/TAKS Activity
COMMUNITY PARTNERSHIPS/COMMUNICATION 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

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 8.24. C/I/A-50

Analysis Tool: Bloom’s Taxonomy and Erickson’s Structure of Knowledge
COMMUNITY PARTNERSHIPS/COMMUNICATION Creating Evaluating (8.1) (8.24) Level of Difficulty Analyzing Applying Understanding Remembering . Facts Topics Concepts Generalizations/ Principles Level of Complexity Analysis Tool: Bloom’s Taxonomy and Erickson’s Structure of Knowledge C/I/A-51

Continuous Improvement in State-level Curriculum and Assessment
COMMUNITY PARTNERSHIPS/COMMUNICATION Continuous Improvement in State-level Curriculum and Assessment Curriculum Assessment Instruction ? State Adopted State Adopted C/I/A-52

The Structure of Knowledge: Classroom Application
COMMUNITY PARTNERSHIPS/COMMUNICATION 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

COMMUNITY PARTNERSHIPS/COMMUNICATION Creating Evaluating Level of Difficulty Analyzing (B) Applying Understanding (A) Remembering Facts Topics Concepts Generalizations/ Principles Level of Complexity Analysis Tool: Bloom’s Taxonomy and Erickson’s Structure of Knowledge C/I/A-54

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

Data Collection Charts
Cheryl Critical Element Evidence Implications Thinking at High Cognitive Levels Addressing Varied Needs Assessing Student Progress Alignment of Learning Objectives Potential Professional Development: C/I/A-56

Kelley Critical Element Evidence Implications Thinking at High Cognitive Levels Addressing Varied Needs Assessing Student Progress Alignment of Learning Objectives Potential Professional Development: C/I/A-57

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

Creating Evaluating (Cheryl) Level of Difficulty Analyzing Applying (Kelley) Understanding Remembering Facts Topics Concepts Generalizations/ Principles Level of Complexity Analysis Tool: Bloom’s Taxonomy and Erickson’s Structure of Knowledge C/I/A-59 TRAINER NOTES

C/I/A-60

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 My Responsibility High Cognitive C/I/A-61

Thinking at High Cognitive Levels and Making Connections Instruction: How (instructional attributes, designs, strategies) Curriculum: What (state, district, campus, teacher) Quality Student Performance Addressing the Varied Needs and Characteristics of All Learners Alignment of Learning Objectives Assessment: To what extent (state, district, teacher) Assessing Student Progress C/I/A-62

“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. 1984 C/I/A-63

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

Varied Needs and Characteristics of ALL Learners
Identifying Needs and Characteristics Addressing Needs and Characteristics C/I/A-65

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

Identifying Needs and Characteristics Academic/ Learning Social/ Emotional Physiological Addressing Needs and Characteristics C/I/A-67

Special Student Activity
• Cluster the identified student needs and characteristics by commonalities. • Review the work of the other table groups. C/I/A-68

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

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

Ways to Differentiate? Content Process Product C/I/A-71

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

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

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

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

C/I/A-78

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 My Responsibility High Cognitive Addressing Needs C/I/A-79

Seeing the Connection Assessment of Student Progress is an integral and essential part of the Continuous Improvement Process. C/I/A-81

Development of the State Assessment System
TAKS 2003 TAAS 1990 Inclusion of Students and of Subjects Tested TEAMS 1982 TABS 1980 Level of Difficulty C/I/A-82

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

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

When developing or selecting assessments: • Identify the PURPOSE,
and then • Identify the METHOD. C/I/A-85

Assessing Student Progress
Formative assessment: Summative assessment: C/I/A-86

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

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

Begin with the End in Mind
Thinking First as an Assessor Thinking Then as a Designer 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? 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

Assessment and Planning
How will teachers make the shift from thinking as a designer to thinking as an assessor? C/I/A-90

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

Cheryl’s Formative Creating Cheryl’s Summative Evaluating Kelley’s Summative Level of Difficulty Analyzing Applying Understanding Kelley’s Formative Remembering Facts Topics Concepts Generalizations/ Principles Level of Complexity Analysis Tool: Bloom’s Taxonomy and Erickson’s Structure of Knowledge C/I/A-94

C/I/A-95

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 My Responsibility High Cognitive Addressing Needs Assessing C/I/A-96

Quality Student Performance
Curriculum Alignment State Quality Student Performance District Campus/ Classroom C/I/A-98

Continuous Improvement
COMMUNITY PARTNERSHIPS/COMMUNICATION 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

Alignment Fenwick English
COMMUNITY PARTNERSHIPS/COMMUNICATION Alignment Fenwick English C C I A C / I / A I A C/I/A-100

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

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

COMMUNITY PARTNERSHIPS/COMMUNICATION Creating Evaluating Level of Difficulty Analyzing Applying Understanding Remembering Facts Topics Concepts Generalizations/ Principles Level of Complexity Analysis Tool: Bloom’s Taxonomy and Erickson’s Structure of Knowledge C/I/A-103

“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

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

C/I/A-108

CIA as It Relates to Me Implications My Responsibility • 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? High Cognitive Addressing Needs Assessing Alignment C/I/A-109

Continuous Improvement Planning Process
Data Sources for Data-driven Decision-making Quality Student Performance Curriculum/Instruction/Assessment Supervision Professional Development Communication and Community Partnerships Organizational Management C/I/A-110

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

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

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