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Data-Driven Decisions for Teaching Using the Curriculum Matrix Jim Miles, Senior Associate International Center for Leadership in Education.

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Presentation on theme: "Data-Driven Decisions for Teaching Using the Curriculum Matrix Jim Miles, Senior Associate International Center for Leadership in Education."— Presentation transcript:

1 Data-Driven Decisions for Teaching Using the Curriculum Matrix Jim Miles, Senior Associate International Center for Leadership in Education

2 Jim Miles

3 Are we teaching / assessing the right standards for success in school and beyond?

4 Right Standard Are we teaching / assessing to an adequate level of proficiency for post high school success?

5 Right Standard Right level of proficiency Are we teaching / assessing students ability to apply the standard to post high school responsibilities?

6 How do you determine what you teach? What You Know Past Practice State Standards Textbook Test

7 Know Be Able to Do Be Like (Behaviors) What Should Students...

8 Needed Time McREL 15,465 Hours Available Time 9,042Hours

9 Deciding Curriculum Priorities Standards Community Expectations State Tests

10 High achieving schools use data to determine What is on the test? What will students need to know and be able to do once they leave school?

11 Using Data for Decision Making Curriculum Matrix Aligned to Essential Skills Aligned to California Standards Aligned to CAHSEE / STAR Aligned to 15 Industry Sectors International Center for Leadership in Education

12 Curriculum Survey of Essential Skills Created in 1998 by the International Center List of topics compiled were taken from exit standards as determined by NCTM, NSTA, NCTE and various state standards Participants asked to identify the 35 most important topics

13 Curriculum Survey Identifies what should be taught in English/ Language Arts, Math, Science 23,000 surveys; Districts across U.S. School, Community, and Business Community Top 35 are usually skill and content based Top Ranked English - responsibility of all

14 Curriculum Matrix Essential Skills in English Language Arts, Mathematics, Science, Social Studies Crosswalks state standards /objectives with state assessments and the National Survey of Essential Skills at selected grade levels Assigns a High, Medium, or Low priority based on standards subcategories that are tested on state assessments

15 ICLE Curriculum Survey Language Arts - Top 10 Topics Apply in writing the rules of grammar, punctuation and spelling Gather, analyze and summarize information from a variety of sources Give oral directions that are clear and understood Follow oral directions Identify and select pertinent information while reading Follow written directions carefully and accurately Understand rules of grammar, usage, punctuation, and spelling Develop processes for understanding and remembering Prepare and deliver individual speeches Know how to decipher unfamiliar words

16 Perform operations with numbers include, decimals, ratios, percents and fractions Understand characteristics of parallel, perpendicular, and intersecting lines Understand basic algebraic properties Understand characteristics of angles Understand best procedures for statistical data collection, organization and display Understand basic geometry (point, line, plane) Understand and use variables in expressions Use correct order for performing algebraic expressions Compute the distance between two points Understand properties of circles ICLE Curriculum Survey Mathematics - Top 10 Topics

17 Understand how and why rotation and revolution of earth affect day, seasons and weather Understand systems of human body Understand nutrition Know the metric system and conversion Make observation of the local environment using senses and instruments Understand technology changes environment Know processes in water cycle Understand reproduction of living things from cells to species Understand cells and functions Understand human impact on environment and ways to improve ICLE Curriculum Survey Science - Top 10 Topics

18 State Standards Subcategories help define the standard Key ideas, performance indicators, benchmarks, topics We use the term topic Determines the writers intent and reference and their effects on the text.

19 State Test Data State assessment are built from blueprints correlated to state standards Important standards are tested multiple times or weighted more heavily

20 California Essential Knowledge and Skills Curriculum Survey of Essential Skills National Rankings Rank CAHSEE Test Curriculum Survey Priority 7.1 Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. (A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8); e25 Listen, comprehend and summarize essential information from a variety of sources such as speeches, plays, commercials on radio and television, and political debates. LHM (B) eliminate barriers to effective listening (4-8); e25 Listen, comprehend and summarize essential information from a variety of sources such as speeches, plays, commercials on radio and television, and political debates. LHM (C) understand the major ideas and supporting evidence in spoken messages (4-8); and e25 Listen, comprehend and summarize essential information from a variety of sources such as speeches, plays, commercials on radio and television, and political debates. LHM (D) listen to learn by taking notes, organizing, and summarizing spoken ideas (6-8). e25 Listen, comprehend and summarize essential information from a variety of sources such as speeches, plays, commercials on radio and television, and political debates. LHM 7.2 Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speakers message (s). (A) interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives (4-8); e25 Listen, comprehend and summarize essential information from a variety of sources such as speeches, plays, commercials on radio and television, and political debates. LHM e63 Interpret non-verbal cues such as body language and visual aids. State Standard Related Essential Skills and priority Priority on State Test Overall Priority

21 Curriculum Matrix

22 CA Standards Test English LA Benchmarks Tested

23 CA Standards Test Mathematics Benchmarks Tested

24 California Career and Technical Education California Language Arts Standards/Benchmarks Grades 9 and 10 CA Standards Test Telecommuni- cations Manufacturing Design Construction Technology Ag Business Management and Marketing Computer & Data Processing Automotive & Parts Reading 2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes. HHHHHHH 2.2 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents. HMMMMMM 2.3 Generate relevant questions about readings on issues that can be researched. HHMMHHM 2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension. HHHHHHH 2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration. LHMMHMM

25 Using the Curriculum Matrix Determine priority standards Objective data on community expectations Reference as to what is tested Agenda for conversations with teachers

26 NESS National Essential Skills Survey Online Survey Topics English Language Arts Science Math Social Studies

27 NESS Approximately 13,000 responses to date

28 NESS All kits purchased now will be updated as the new data becomes available.

29 Are we teaching / assessing the right standards for success in school and beyond?

30 I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized." Haim Ginott


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